Villanova College VILLANOVA, PENNSYLVANIA LIBRARY Llll Class _ ;A?. . 1887-8 Accession £7365 I DEPARTMENT OF TIIE INTERIOR, BUREAU OF EDUCATION, N. H. R. DAWSON, Commissioner. REPORT OF THE COMMISSIONER OF EDUCATION TiAtiOrlAL UtikARV 6F bOUCAl KJFT nPPAR-mENT OF EDUCATION FOR MAR 2 8 2013 400 MAftYlAHL) WASHINGTON. D.C. 20202_ THE TEAR 1887-88. WO LONGER PROPERTY OF FALVEY MEMORIAL LIBRARY ■WASHINGTON: GOVERNMENT PRINTING OFFICE. 18 8$. H ^ THE UNITED STATES BUREAU OF EDUCATION. Created as a Department March 2. 1867. Made an Office of the Interior Department July 1, 1869. COMMISSIONERS. Henry Barnard, LL. D., March 14, 1867, to March 15, 1870. John Eaton, Ph. D., LL, D., March 16, 1870, to August 5, 1886. Nathaniel H. R. Dawson, L. H. August 6, 1886, to date. L III V 3 'c* I % " o ‘CONTENTS. CHAPTER I.— THE COMMISSIONER’S EXECUTIVE STATEMENT. Page. Time covered by the statement . . . . . 1 Division of Records . 1 Division of the Library and Museum . .* . 2 Division of Statistics . 4 Plan of the present Report . - . 4 Recent publications of the Office . 5 Education in Alaska . . . . . 8 The colony at New Metlakahtla . . 9 New regulations and amendments . 10 Changes in the Territorial board . . . 11 Increased appropriations for Alaska needed . . 11 Change in school books . . 11 The Bureau’s contribution to the Ohio Valley Centennial . . 11 Estimates for 1890-91 . 12 Quarters for the Office of Education . 13 Opinion of the National Educational Association . . . 15 A suitable building for the Bureau . . - . 15 Expenditure of the Bureau’s fund for printing . 16 % CHAPTER II.— THE COMMISSIONER’S EDUCATIONAL STATEMENT. The American public school system . . 18 The condition of education in the South . 20 Pacts revealed by the census of 1880 . . 21 Adults and minors in 1880, North and South . . . 23 "Wealth and minor population in 1880, North and South . 24 Density of school population in 1880, North and South . 27 Condition of industry in the South . . 29 Sources of school revenue . 32 The record for the year . . . . . 33 Manual training . 33 The history of American education . . . . . 35 History of Education in Virginia . . . . . . 35 History of Education in North Carolina . 40 History of Education in South Carolina . 42 History of Education in Georgia . . 45 History of Education in Florida . . . 46 History of Education in the North-W est — Indiana . . . . . 49 History of Education in Wisconsin . 53 Object of this series of monographs . . . 54 History of Federal and State Aid to Higher Education . 56 Action of the N ational Educational Association . . . . . . 59 Conclusion . 59 CHAPTER HI.— STATE COMMON SCHOOL STATISTICS. Preliminary remarks . . . 61 Population statistics, how computed . 61 End of school year ; statistics of population and population 6-14 (Table 1) . 62 School ages and school censuses (Table 2) . . . 63 m IV CONTENTS. Page. Enrolment (Table 3) . . . . . . 64 Average daily attendance (Table 4) . 6*5 Total attendance; duration of schools (Table 5) . . . 68 Number of school buildings ; seating capacity (Table C) . 70 High schools (Table 7) . . . . . 72 Private schools (Table 8) . . 73 Teachers (Table 9) . 75 Salaries of teachers (Table 10) . 77 School revenues (Tables 11, 12, and 13) . . 78 School expenditures (Tables 14, 15, and 16) . 82 Peimanent school funds, total assessed valuation, and valuation of school property (Table 17) . 86 Chief State school officers (Table 18) . 88 CHAPTER IY.— DIGESTS OF STATE SCHOOL REPORTS. Alabama . * . 89 Arkansas . . . . . 92. California . 94 Dakota . 96 Delaware . 100 District of Columbia . 102 Florida . 105 Georgia . 106 Idaho . ./. . * . 107 Kansas . Ill Louisiana . 112 Maryland . : . 114 Michigan . 115 Minnesota . 116 Missouri . * . . . 117 Montana . 119 Nebraska . 121 Nevada . 323 Now Hampshire . '■ . 125 New Jersey . 126 New Mexico . 129 New York . 130 North Carolina . 135 Oregon . ------ . 137 Pennsylvania . - . . . 139 Rhode Island . 140 South Carolina . 143 Tennessee . . . 144 Texas . 146 Utah . . 148 Vermont . - . * . - . - . 150 Washington . 152 West Virginia . 153 Wisconsin . - . 155 Wyoming . 156 CHAPTER V. —DISCUSSIONS OF EDUCATIONAL QUESTIONS, CHIEFLY BY STATE SUPERINTENDENTS. Administration . Arbor Day . . Compulsory attendance . Discipline . Education . Evening schools . Graded schools . . High schools . Hygiene . Irregular attendance . Language of the public schools 157 159 160 160 361 162 162 163 363 163 164 CONTENTS. V Page. Libraries for schools . 165 Manual training . 166 Moral training . 167 .National aid . 167 Private schools . 168 Prizes . 168 Pnblic schools . 168 Revenue . 170 School-houses . 170 Supervision . 171 Teachers . . 173 Temperance instruction . 175 Text-books . 176 What shall be taught in the public schools ? . 178 Word method of teaching reading . . . - _ _ _ 180 CHAPTER VI.— ALASKA. Report of the president of the board of education . . 181 Letter transmitting the report of the general agent of education . 182 Report of the general agent to the Territorial board . 183 Number and general condition of the schools . 183 Regulations prescribed by the Territorial board . 188 School census ; public and private schools . . . 189 Names, stations, and salaries of school officers and teachers . . . 191 Respecting the general agent’s duties . 191 Additional information . 191 CHAPTER VTE.— DISCUSSION OF QUESTIONS RELATING TO CITY SCHOOL SYSTEMS. Introduction . 195 Substitute teachers . 195 The departmental plan in elementary schools . 196 Thoroughness . . . 197 Half-day sessions . 199 Promotions . 201 Examinations as a basis for promotion . 206 Primary schools . ! . . . 209 Age for admission to primary schools . 210 Physical training . 211 Summer schools . 213 School buildings . 214 Pernicious methods of heating school-houses . 215 Irregularity of attendance . 217 Discipline . 218 Incorrigibles and habitual truants . 219 Suburban schools . 222 Evening schools (Table 19) . 223 CHAPTER VIII.— STATISTICS OF CITY SCHOOL SYSTEMS. Explanation of terms used . 228 Names of city superintendents . 231 Population and school enrolment and attendance (Table 20) . 237 Teachers, accommodations, and salaries (Table 21) . 258 Property and receipts (Table 22) . 271 Expenditures (Table 23) . 292 Public high schools (Table 24) . 314 List of cities from "which no reports "were received . 335 Comparative statistics of enrolment, attendance, teachers, and sittings (Table 25) . 337 Summary of same by States, etc. (Table 26) . 360 Comparative statistics of property, tuition expenses, and receipts from local taxation (Table 27) . 362 Summary of same by States, etc, (Table 28) . . . . . 377 Y I Contents. CHAPTER IX.— THE TRAINING OF TEACHERS. Page. An examination of normal school work not sufficient . 379 Teachers’ associations . 380 Review of discussions of the year . 381 Chairs of pedagogy . . . 381 Normal Schools . 381 Teachers’ institutes . 382 Local supervision . 386 The College for the Training of Teachers of New York City . 386 Schedule of special and extra classes for adults . 3S9 Schedule of children’s special and extra classes . 390 Peahody Normal College . 390 National Normal College . 392 Physical and manual training in normal schools . 393 Proceedings of the Normal Department of the National Educational Association . 395 The Peahody Fund . 397 Distribution of the income . 398 Statistics for the year . 398 Do the normal school graduates teach . 399 Experience of teaching corps . 400 Normal element in teaching corps . 400 Beginners . .' . 401 Public normal schools . 402 Summary of statistics of teachers and pupils (Table 29) . 403 Summary of statistics of aid from public funds and other sources (Table 30) . 405 Private normal schools . 405 Summary of statistics of teachers and pupils (Table 31) . „ . 406 Kindergarten training schools . 406 Notes relating to normal schools and other instrumentalities for improving the teaching body. 408 Alabama . 408 Arkansas . 410 California . 410 Colorado . . . * . 413 Connecticut - . 414 Dakota . 414 Florida . 417 Georgia . 417 Illinois r . 418 Indiana . 420 Iowa . 421 Kansas . 422 Kentucky . 423 Louisiana . 424 Maine . 425 Maryland . 426 Massachusetts . 427 Michigan . 429 Minnesota . 430 Mississippi . 432 Missouri . 433 Montana . 434 Nebraska . 434 Nevada . 434 New Hampshire . 435 New Jersey . 436 New York . 437 North Carolina . 441 Ohio . 441 Oregon . 444 Pennsylvania . - . 446 Rhode Island . 450 South C arolina . 450 Tennessee . 452 Texas . 452 Vermont . 453 CONTENTS, VII Pago. Notes relating to normal schools, etc.— Continued. Virginia . 454 West Virginia . 455 Wisconsin . 456 Statistics of public normal schools (Table 32) . 459 Statistics of private normal schools (Table 33) . 472 Statistics of schools and classes for training kindergarten teachers (Table 34) . 479 CHAPTER X.— SECONDARY INSRTRUCTION. Effort and purposes of the Office with respect to secondary schools . 481 Scholastic work of secondary schools . 482 Number and classification of students in specified branches and courses for all private second¬ ary schools (Table 35) . 482 Comparative statistics of private schools for girls (Table 36, Division A) . 483 Comparative statistics of private schools for boys (Table 36. Division B) . 484 Comparative statistics of private schools for both sexes (Table 36, Division C) . 485 Distribution of time among specified studies in certain private schools (Table 37) . 486 Summary of statistics of public high schools (Table 38) . . 490 Distribution of time among specified studies in certain public high schools (Table 39) . 491 Statistical summary of scholars in secondary schools and departments . 494 Summary of statistics of instructors and students in all private schools (Table 40) . 494 Summary of statistics of private schools for girls (Table 41, Division A) . 496 Summary of statistics of private schools for boys (Table 41, Division B) . 498 Summary of statistics of private schools for both sexes (Table 41, Division C) . 500 Detailed view of private secondary schools . 502 Agencies for promoting secondary instruction . 505 Statistics of private schools for girls (Table 42, Division A) . 507 Statistics of private schools for boys (Table 42, Division B) . 525 Statistics of private schools for both sexes (Table 42, Division C) . . 543 CHAPTER XI.— SUPERIOR INSTRUCTION. introduction . . . . . . . . . . . 583 Colleges and seminaries for women . . . . 583 Attendance of women in colleges and seminaries . . - - - . . 583 Summarized statistics . . . . . . 584 Summary of statistics of colleges for women (Table 43) . . . . . . 585 Detailed view of colleges for women . . . . . . 586 Remarks on Table 44, Division A . 586 The Harvard Annex, Cambridge, Mass . . . . . — . 587 Bryn Mawr College, Bryn Mawr, Pa . . . 589 Art schools in colleges for women . . . . . 590 Smith College, Northampton, Mass . . . 591 Wellesley College, Wellesley, Mass . . . . . 592 Vassar College, Poughkeepsie, N. T . 593 Statistics of colleges for women (Table 44, Division A) . 594 Detailed view-of colleges for women . 596 Statistics of colleges for women (Table 44, Division B) . . 604 Universities and colleges of liberal arts . . . 622 Remarks on the statistical tables . 622 State aid for State universities . 623 Statistics of fonndations comprising groups of related faculties, etc. (Table 45) . 624 Statistics of State universities (Table 46) . 626 Summary of statistics of colleges of liberal arts (Table 47) . 628 Growth and present status of universities and colleges . 632 Distribution of college students in the several degree courses, from 1882-83 to 1887-88, inclu¬ sive (Table 48) . 634 Detailed view of colleges . . . . . 636 Alabama . . . . . . . . . . . 636 Arkansas . . . . . . . . . . 637 California . . . . . . . . _ _ 637 Colorado . . . 638 Connecticut . 638 District of Columbia.. . . . 641 Dakota . . 644 VIII CONTENTS. Page. Detailed view of colleges — Continued. Georgia . . . 644 Illinois . . . , . 645 Indiana . 646 Iowa . 647 Kansas . . . 649 Kentucky . 649 Louisiana . 650 Maine . 651 Maryland . 651 Massachusetts . 654 Michigan . 658 Minnesota . . . j . . . 659 Mississippi . 660 Missouri . 661 Nebraska . 661 New Hampshire . 662 New Jersey . _ . . . 662 New York . 663 North Carolina . 667 Ohio . 668 Pennsylvania . 671 Rhode Island . 673 South Carolina . 673 Tennessee . 674 Texas . . . . . 675 Vermont . 675 Virginia . 676 "West Virginia . 676 Wisconsin . 670 Statistics of colleges of liberal arts (Table 41)) . 678 Distribution of college students by States . . 713 Summary of statistics showing distribution of college students (Table 50) . 714 Statistics of State residence of college students, etc. (Table 51) . 716 Schools of science endowed by the National land grant . . . . . . .................... 721 Summary of statistics of land- grant colleges (Table 52) . 722 Progress of land-grant colleges in five years (Table 53) . 724 Distribution of students in practical work and in degree courses (Table 54) . . . 725 Effect of the Hatch Act . 728 The text of the bill . 729 Statistics of land-grant colleges (Table 55) . . . 731 Land-grant colleges whose curricula include classical courses . 736 Land-grant colleges offering only scientific and technical courses . 737 Sheffield Scientific School . 738 Departments of State universities endowed with the land grant . 742 Summary of statistics of 801,0013 of science not endowed with the National land grant (Table 56) 743 Statistics of same (Table 57) . 745 Statistics of United States Naval and Military Academies (Table 58) . 749 Comparative statistics of attendance upon colleges and scientific schools (Table 50) . 750 Katio of college attendance to white population in 1857 (Table 60) . 754 Katio of college attend? ,nce to white population in 1885-86 (Table 61) . 755 CHAPTER m- PROFESSIONAL INSTRUCTION. Present conditions iof professional education . . 756 Summary of statist ics of schools of theology, of law, and of medicine (Table 62) . . 758 I.— Schools of Theology. Summary of staf istics of schools of theology according to denominations (Table 63) . 759 Summary of sau 16 by States (Table 64) . 759 Statistics of sc) l0ols of theology (Table 65) . 761 II.— Schools of Law. Summary of statistics of schools of law (Table 66) . 776 Statistics o' j schools of law (Table 67) . . . . . 778 CONTENTS. IX m.— Schools op Medicine, of Dentistry, and of Pharmacy. Pane. Summary of statistics of schools of medicine, of dentistry, and of pharmacy (Table 68) . 783 Statistics of same (Table 69) . 788 CHAPTER Xm.— DEGREES CONFERRED. Classified statistical summary of all degrees conferred (Table 70) . . ( . 807 CHAPTER XIV.— KINDERGARTENS. Absorption of kindergartens by the public school system . 816 The kindergarten in 1870 . 81 G In 1875 . 817 In 1880 . 818 In 1885 . 819 In 1887-88 . 820 Why the kindergarten should be a public school . 820 What, as a public school, the kindergarten should be . 821 Notes from reports of city superintendents . 821 Statistical exhibit at or about the period of 1887-88 . 823 Recapitulation . . . 823 Kindergarten associations . 824 CHAPTER XV. -MANUAL AND INDUSTRIAL TRAINING. Manual Training. Introduction . 825 I.— MANUAL TRAINING AS A PROPAGANDA. Th e manual training course . — . . . 82G The elements from -which the American system has been formed . . . 826 The kindergarten and the Russian system . 828 Manual training in Europe . . . . 829 In France . 830 In Sweden . 830 In England . 831 In Germany . 831 Manual training as education . . . 832 The manual training argument . 832 The conservative argument . 833 Philosophical apparatus and scientific knowledge opposed to tools and capacities for use¬ ful action . 835 The necessity of manual training to the city boy . . 837 Manual training not to supersede but to supplement . . . . 837 n.— MANUAL TRAINING STUDIES AND CURRICULA. Drawing . 838 The kindergarten . . . . . 839 Froebel's definition of education and his gifts . 840 Construction work (in paper and clay) . . . 841 Dr. Adler’s “creative method” . 841 Construction work and extension of the kindergarten . 841 Course in hand-craft in Moline, 311 . 842 Tool instruction . 845 ^ The Gloucester (Mass.) experiment . 845 The Dwight School (Boston) experiment and its precursors..... . 845 Origin of the “central school ” . 846 “ Lessons in the manual arts ” (use of tools) . 816 Sloyd . 848 Sewing . 850 Sewing course of the Springfield (Mass.) schools . - 851 Cooking . # . Sol Course in cooking of the Washington (D. C.) schools . . . 852 X CONTENTS. Page. Manual training course of study for New York City . 853 Primary schools . . . . . . . . . . . 853 Grammar schools . . . 854 Course of the Paris public schools . 856 Public manual training schools (Russian system) . . . . 857 III— STATISTICS. As a public school study in 1888 . . . . 858 Introduction into the schools of New York . 859 State action . 859 Opinions of city superintendents and others on manual training . 860 Industrial associations . 873 Characteristics of manual training in public school systems . 874 Number of instructors and pupils in the several branches of manual training (Table 71) . . . 875 Number and duration of lessons a week for manual training classes (Table 72) . . . 877 Cost of introducing and maintaining manual training (Table 73) . . . 878 Abstracts of the returns to this Office . . . . . . . . . 880 . Statistics of manual training schools . . . . 885 The Imperial Technical School of Moscow . . . . . . . . 885 The special professional schools of Germany . . . . . 888 Apprentice schools of France . 888 The manual training school . ...... . 889 Characteristics of American manual training schools . . . . . 892 Officers and connection of manual training schools (Table 74) . 893 Controlling bodies and methods of their appointment (Table 75) . . . 896 Requirements for admission, fees, and length of course (Table 76) . 898 Literary and manual courses of study (Table 77) . . . . . 900 Course of study of the higher elementary schools of France . 903 Instructors and pupils (Table 78) . . . 904 Finances and property values (Table 79) . 9C9 Industrial Training. Introduction . 910 A socialistic view of the question . . . 911 The practical party’s view . . . 912 Manual labor as manual training and as industrial training . 912 I.— INDUSTRIAL DEPARTMENTS OF SCHOOLS FOR THE SPECIAL CLASSES. Training in schools for the special classes . 912 In schools for the deaf (Table 80) . 913 In schools for the blind (Table 81) . . . . 916 In schools for the feeble-minded (Table 82) . . 918 In reform schools (Table 83) . 919 “Industrial schools” (Table 84) . 921 n.— TRADE SCHOOLS. The Williamson school . 923 The Rindge school . 924 Moral features of these schools . . . 924 The P ratt Instit ute - '. . 925 The New York Trade Schools . 926 Nautical school of New York City . 926 CHAPTER XVI.— COMMERCIAL AND BUSINESS COLLEGES-NURSES’ TRAINING SCHOOLS. L— Commercial and Business Colleges. General remarks . 927 Summary of statistics of commercial and business colleges (Table 85) . 928 Statistics of commercial and business colleges (Table 86) . 930 CONTENTS. XI n.— Nurses’ Training Schools. Page. General remarks . 940 Summary of statistics of training schools for nurses (Tabic 87) . 941 Statistics of trailing schools for nurses (Table 88) . - . 942 CHAPTER XVII. -EDUCATION OF SPECIAL CLASSES. L— Education op the Deaf. General remarks . . . . . 944 Notes from catalogues, returns, etc . 945 Summary of statistics of institutions for the deaf (Table 89).., . 947 Statistics of institutions for the deaf (Table 90) . 950 II.— Education of the Blind. General remarks . 962 Notes from catalogues and returns . . . 962 Summary of statistics of institutions for the blind (Table 91) . 964 Statistics of institutions for the blind (Table 92) . . . . . - . 966 HL— Education of the Feeble-Minded. General remarks . 972 Summary cf statistics of institutions for the feeble-minded (Table 93) . . 973 Statistics of institutions for the feeble-minded (Table 94) . . . . . . 975 IV.— Reform Schools. Notes from catalogues and returns . . . 978 Summary of statistics of reform schools (Table 95) . . . . 980 Statistics of reform schools (Table 96) . . . . . 982 V.— Education of the Colored Race. General remarks . . . . . . . . 988 Statistics of colored school population, enrolment, and average attendance (Table 97) . . 988 Comparative school statistics of the colored and the white race (Table 98) . 989 Statistics of teachers in public schools for the colored race (Table 99) . 989 Private hoarding-schools . . . . . . . 990 Character of the instruction . 990 Statistics of schools for normal, secondary, and collegiate education of the colored race (Table 100) . 991 Professional schools . 992 Statistics of professional schools for the colored race (Table 101) . . . 993 Statistics of colored pupils in schools for special classes (Table 102) . . . 994 Synoptic view of the statistics of schools for the colored race (Table 103) . . 994 Industrial education . 994 List of institutions for the secondary, superior, and professional instruction of the colored race . 997 Normal schools . 997 Secondary schools. . . . 997 Colleges . 998 Schools of science . 998 Schools of theology . 998 Schools of law . . . . . . . . 998 Schools of medicine, of dentistry, and of pharmacy . . 998 VI.— Indian Schools. The duties of the superintendent of Indian schools . . . . . . 999 The use of English compulsory . . . . . . . 1000 The platform of the Mohonk Conference . . . . . . . 1001 School buildings . 1001 Statistics . . . . . : . 1002 School population, attendance, etc . 1002 Statistics of school-house capacity, enrolment, attendance, etc. (Table 104) . 1002 Statistics of capacity, enrolment, attendance, etc., of training-schools (Table 105) . 1003 XII CONTENTS. Page. Statistics of increase of enrolment and attendance (Table 106) . . . * . 1003 Statistics of Indian school attendance from 1882 to 1888, inclusive (Table 107) . 1004 Statistics of employes at Indian schools (Table 108) . . . 1004 CHAPTER XVIII.-EDUCATIONAL PERIODICALS. Remarks . 1005 Statistics of educational periodicals (Table 109) . - 1006 CHAPTER XIX.— EDUCATION IX FOREIGN COUNTRIES. Statistics of elementary education in foreign countries (Table 110) . 1012 Ratio of school enrolment to total population and to school population in foreign countries (Table 111)..... . 1018 Public instruction in France . 1018 Administration . 1018 Classification of institutions . 1019 Special schools . - . 1020 Report of the science and art department, Great Britain . : . 1022 Science division . 1022 Art division . 1022 Operations of the technical education act, Scotland . 1023 Inspection of secondary schools in Scotland . . . 1024 Education in Switzerland . 1025 Education in British India . 1030 CHAPTER XX.— PAPERS ON EDUCATIONAL SUBJECTS. Libraries as related to the educational work of the State . 1031 Higher education in the North-West Territory . . . ... 1039 Tribal and family relations among the Indians of Metlakahtla . 1047 CHAPTER XXI.— STATE TEACHERS’ READING CIRCLES. Introduction . 1050 Alabama. . . . 1050 California . 1050 Colorado . 1051 Connecticut . 1051 Delaware . 1051 Florida . 1051 Georgia . 1052 Hlinois . 1052 Indiana . 1056 Young people’s reading circle . . . 1C60 Iowa . 1C63 Kansas . 1065 Maryland . 1066 Michigan . 1067 Minnesota . 1067 Mississippi . 1068 Missouri . 1068 Nebraska . 1068 New Jersey . 1068 New York . 1069 Nor th C arolina . . 1069 Ohio . 1069 Oregon . 1071 j Rhode Island . 1071 j South Carolina . . 1074 Tennessee . 1074 West Virginia . 1074 Wisconsin . 1074 CHAPTER XXII.— OBITUARY LIST OF NOTABLE EDUCATORS. Introduction . 1075 Obituary list of notable Americans . 1075 j Of notable foreigners . 1082 CONTENTS. XIII APPENDIX. Page. Report of the Sitka Industrial Training School . 1087 Additional digests of State school roports (addenda to Chapter IV) . 1093 Colorado . 1093 Connecticut . 1095 Illinois . 1097 Indiana . 1100 Maine.. . 1102 Maryland . 1104 Massachusetts . 1106 Mississippi . 1108 New Jersey . 1108 Ohio . 1110 Virginia . 1111 Kecord of work accomplished by the Bureau from August 5, 188G, to September 3, 1889 . 1114 Publications . 1114 The library . i . 1116 The personnel of the Office . 1117 List of employ6s August 6, 1886 . . 1117 List of employes September 1, 1889 . 1119 Index . . . . 1121 REPORT OF THE COMMISSIONER OF EDUCATION. CHAPTER I. EXECUTIVE STATEMENT. Time Covered by fhe Statement— Work of the Division of Records— The Division of the Library and Museum— The Division of Statistics— Flan of the Present Report— Recent Publications of the Office— Opinions Respecting the Same— Education in Alaska Re¬ viewed— The Colony at New Metlakahila — New Regulations and Amendments— Changes in the Territorial Board — Increased Appropriations for Alaska Needed — Change in School-Books Desirable — The Centennial of the Ohio Valley — Estimates for 1890-91 — Quarters f or the Office— Opinion of the National Educational Association — Desci'ip- tion of a Suitable Building — Printing Done for the Office. Departaient of the Interior, Bureau of Education, Washington, D. C., August 31, 1888. Sir : I have the honor to submit the following report of the opera- tions of this Office during the year ending June 30, 1888. Its work has been conducted substantially in accordance with the principles indicated in my first and second Annual Reports, modified in such directions as further experience showed to be desirable. The assignment of employes to three divisions, and their regular occupations with the duties required by law or by the usage and regu¬ lations of the Department, have proved eminently satisfactory. THE DIVISION OF RECORDS. The management of the written and printed correspondence of the Office, and the care of its records, are confided to the Division of Records. During the year under review, 15,197 written letters and 240,000 copies of documents were sent out, besides more than 14,000 statistical inquiry forms ; while 11,098 written letters, 12,000 statistical returns, 44,000 acknowledgments, and 6,913 documents (books and pamphlets) were received. One copy of each of these publications was sent to the library of the Office, and the others distributed to such correspondents as the character of the documents rendered proper. 1 ED l 2 EDUCATION REPORT, 1887-88. In addition to these, the Office received from the Government Printing Office 172,799 copies of the reports and circulars of information printed for its use. Continuing a practice established under my predecessor, the laborers assigned to this Bureau have two-thirds of the watchmen’s duty, ren¬ dered necessary by its separate quarters, since the Department furnishes only one of the three watchmen between whom the twenty-four hours are divided. When the very low rate at which these faithful employes are paid is taken into account, I think that this arrangement requires more of them than corresponding employes in other offices are expected to do. THE DIVISION OR THE LIBRARY AND MUSEUM. The library of this Office contains one of the most valuable pedagogi¬ cal collections in the country. The card catalogue has rendered the contents of this collection available, and, in consequence, the library is growing more and more useful every year. Its value is already known to educationists of every grade, and it has been used during the year by many persons engaged in the investigation of educational subjects. Inquiries upon these subjects are frequently made by corre¬ spondents, not only in the United States, but in foreign countries, for information which is nowhere else so readily obtained. In response to these inquiries, over five hundred cards giving references to investiga¬ tors on various subjects have been prepared. Some of these cards were the result of much careful study, coupled with elaborate research. The library now contains over twenty-one thousand volumes and eighty thousand pamphlets, besides many thousand duplicates, which are used for exchange or distribution. Of these duplicates about ten thousand have been disposed of during the year. Some were exchanged for books needed in the library, but the greater part of them were dis¬ tributed among school and college libraries in various parts of the country. During the year two thousand volumes and twenty thousand pam¬ phlets have been added to the collection. The volumes have been catalogued and placed on the shelves and the pamphlets indexed and filed. The books in the library have been classified, rearranged on the shelves under subjects, and a Finding List of them prepared. The prep¬ aration of this list, which began June 16, 1888, necessitated the writ¬ ing of about twenty thousand cards, the copying of fifteen hundred pages of manuscript, and the handling of all the books in the library. In the foreign section of the library the books and pamphlets of thirty-one different countries have been classified, arranged on shelves, and catalogued. This work included the making of ten thousand cards, representing fifteen different languages, and the copying and composing of six hundred and fifty pages of manuscript. The French and German books have been classified and arranged on shelves, but THE LIBRARY AND THE MUSEUM. 3 some revision of this list may bo necessary before it can be copied. The list of the English books is about ready for the copyist. In view of the importance of the library to the work of the Office, and the convenience which a catalogue of all of the books upon its shelves would afford, not only to the employes of the Office, but to those interested in educational literature throughout the country, it is im¬ portant that this catalogue should be printed. The appropriations for the use of the Office are not sufficient for this purpose, and following the precedent which has obtained in regard to the libraries of other bureaus in the departments, I respectfully suggest that an appropria¬ tion be made by Congress for the purpose of printing and publishing the catalogue of this library. The collection of college catalogues is the largest and most complete of any in this country, and constitutes a valuable part of the library. Many of these catalogues have been arranged chronologically by de¬ cades, or half decades, and prepared for the bindery. Over four hun¬ dred volumes have already been bound, while many more await com¬ pletion preparatory to binding. The importance of binding and pre¬ serving these catalogues becomes a matter of great interest to educa¬ tors, when it is remembered that many of our leading colleges do not possess complete sets of their own publications. Colleges frequently apply to this library for catalogues, or other publications to complete their sets. The Museum of the Office has been enriched during the year by the accession of many articles, notable among which are a set of Langls’ wall views of famous buildings, and a series of casts from antique gems illustrating the literature and history of Greece and Borne. Collections of this kind would be very valuable adjuncts to all instruction given in American schools and colleges. In making additions to the Museum, I have been guided in all cases by the advice of eminent men actually engaged in the work of educa¬ tion, and personally cognizant of the contents and deficiencies of the collection. If this Bureau were housed in a building suitable to its work, and capable of storing its collections adequately, I would urge the propri¬ ety of making its library a depository for every native book, and its Museum the depository of every native map, chart, engraving, print, or apparatus intended for use in schools or bearing upon educational subjects, and I should be pleased to have you consider the propriety of recommending to Congress such an extension of the patent and copy¬ right laws as will require proprietors of such works to deposit copies in this Office for preservation as above indicated. Mhile the Office remains in temporary and inconvenient quarters, or exposed to the chance of removal to others yet less suitable for the dis¬ charge of its duties, this proposition is impracticable. But I' feel it my duty to suggest it now and here, in order to bear my personal testimony 4 EDUCATION REPOST, 1887-88. to what this Bureau might become if treated with the consideration that its objects and methods justify. THE DIVISION OF STATISTICS. To the Division of Statistics is confided the duty of preparing such parts of the Annual Reports and other publications of the Office as do not require the constant personal attention of the Commissioner. When the general plan of a document has been settled in detail, the collection of facts, the construction of tables, the composition of text, and the correction of proof may be devolved on a corps of trained employes working in the charge of a competent chief, who is always in consulta¬ tion with the head of the Office. I have insisted ever since I took charge of the Bureau, that before all other duties, it must prepare an Annual Report upon the condition of education in this country. Consequently, the preparation of a very large part of the Annual Reports has been the principal labor of this division. Two employes have been constantly occupied in the preparation of the Special Report on Education in Eine and Industrial Art, of which a description is given below. In addition to the preparation of these documents, the employes of the Statistical Division have read the proof of all reports and circulars issued by the Bureau since my assumption of the Commissionership. Whenever necessary, they have also prepared the tables of contents and indexes necessary thereto and have thus added much to their prac¬ tical usefulness. I can not conclude this brief account of the division and their work without stating briefly the idea upon which I have proceeded. I have always believed that every piece of work, suited to the ability of the performer, and honestly accomplished, is directly educative in its influ¬ ence, and I have therefore tried in assigning workers and work to pro¬ duce an improved condition among the employes under my direction, and I have good reason to believe that they have been personally bene¬ fited by my course in this matter, much to the profit of the service. FLAN OF THE PRESENT REPORT. The general features of this volume resemble those of the document for last year. I have thought it advisable, however, to transfer the subject of public high schools from the chapters respecting secondary instruction to those which relate to city school systems, in order to make the treatment of public school affairs more complete and system¬ atic. If the same course is pursued hereafter, public kindergartens will eventually be treated with other public schools. The very full classified statistics of public libraries in the last Report are omitted from this volume, as is, also, the subject index to the earlier PUBLICATIONS OF THE BUREAU. 5 publications of tbe Office. The space thus gained has been given to the consideration of other parts of the general subject. My two previous Annual Beports, especially the last, indicate the general direction in which I am moulding the details and shaping the contents of this volume. Simplicity, unity, consistency, and due brevity have been the objects sought to be attained. I am confident that this volume will be found more concise, more logical, and more comprehensive than its immediate predecessor. In addition to the permanent topics which should be considered every year, researches in special directions have been prosecuted ; these will be continued or replaced by others as propriety or opportunity dictates. In this way I hope to preserve the continuity essential to a series, while giving each document some marked individuality of its own. I reserve further remarks about the contents of this volume for Chap¬ ter II. RECENT PUBLICATIONS OF THE OFFICE. I take this occasion to recapitulate the documents issued by this Bureau since I assumed charge of it, in the month of August, 1886. And first as to — (A) Documents left unfinished by my predecessor, which have been completed in accordance with his designs, but printed and distributed during my incumbency, as set forth in each case : (a) The Annual Beport for 1881—85. One hundred and four pages of tabular and index matter were compiled, and 158 pages, completing the document, were printed. (b) Circular of Information No. 1, 1888 : Study of Music in Public Schools; 20 pages added, and the whole, 78 pages, printed. (c) List of Libraries in the United States, 96 pages ; tabulated and printed. (d) The Special Beport on Educational Exhibits and Conventions at the New Orleans Exposition of 1S84-85, 964 pages; printed from the plates. ( e ) The Special Beport on Indian Education and Civilization, 693 pages ; 100 pages added, the whole revised, set in type, stereotyped, and printed. (B) Next as to documents undertaken and completed entirely during my term of office. (a) The Annual Beport for 1885-86, 813 pages. ($) The Annual Beport for 1886-87, 1,170 pages. (c) Circular of Information No. 2, 1S86: Proceedings of the Depart¬ ment of Superintendence of the National Educational Association for 1SS6, 91 pages. (d) Circular of Information No. 1, 1S87 : The College of William and Mary, 89 pages. 6 EDUCATION REPORT, 1887-88. (e) Circular of Information No. 2, 1887 : The Study of History in American Colleges and Universities. 299 pages. (/) Circular- of Information No. 3, 1887 : Proceedings of the Depart¬ ment of Superintendence of the National Educational Association for 1887, 200 pages. (g) Circular of Information No. 1, 1888 : Thomas Jefferson and the University of Virginia, 308 pages. (h) Circular of Information No. 2, 1888: History of Education in North Carolina, 180 pages. (i) Circular of Information No. 5, 1888 : Industrial Education in the South, 86 pages. ( j ) Circular of Information No. 6, 1888 : Proceedings of the Depart¬ ment of Superintendence of the National Educational Association for 1888, 165 pages. The foregoing items, when consolidated, show that since August, 1886, this Bureau has printed 1,771 pages of matter on hand at that date, and collected, compiled, and printed 3,621 other pages of matter, a total of 5,392 octavo pages. About 2,000 of these pages are printed : in solid brevier. (C) Lastly as to documents unfinished at the present writing. (a) This present Annual Eeport, for 1887-88, which will shortly be completed, except the index. (b) Part II of the Special Eeport upon American Education in Fine and Industrial Art; this work was undertaken in response to a resolution of the U. S. Senate, dated February 2, 1880; Part I — Drawing in Public Schools — was first printed in 1885 as a Senate document ; next, to the number of 250 copies, in 1886, on requisition of this Bureau ; and lastly in 1887, to the number of 5,000 copies, by concurrent resolution of Con¬ gress.1 Part II is mainly devoted to an account of the movement for : industrial training which is at present attracting so much attention, not only in the United States, but throughout the civilized world. It is treated in this volume with especial reference to the question of its • adoption by the public schools throughout the United States. The delay in the issue oi Part II has compelled considerable change in the original plan, since the movement has so rapidly developed. This work is still* in charge oi Mr. I. Edwards Clarke, by whom it was begun. ( and no step back¬ ward should be taken either in perfecting its excellence or in extending its usefulness. In the language of another: “ When the common school system shall have unfolded all its vast powers ; when a corps of trained and edu¬ cated teachers to supply all ' its demands shall have taken the field; when the text-books used in the schools shall be wisely selected, and the school house built upon the most approved model; when its protec¬ tion and progress shall be the first object of the government — then will all its mighty agencies to do good be felt; the public mind refined and enlightened; labor elevated, patriotism purified; our republican form of government fixed on an immutable basis; and the people crowned with its benefits and blessings.” — [Gov. Andrew G. Curtin.] 20 EDUCATION REPORT, 1887-88. CONDITION OE PUBLIC EDUCATION IN THE SOUTH. In considering tlie condition of public education in the Southern States great allowance should be made for the difficulties, both political and social, through which they have passed during the last twenty years; the trials of war, loss of property, and pride and prejudice of race, have all had to be surmounted. Time alone can change such conditions, and time only can remove sentiments which are their natural outgrowth. Many and notable have been the experiences of these years in the political life of these States. This is but a short period in the life of a people, and is too brief a span in national life for the successful solution of great social and political problems. It would be idle, therefore, to expect in the Southern States the same growth and results that have been accomplished where the system has been in uninterrupted operation for two centuries and the social fabric and civilization have not been disturbed by the rude hands of war, or political or social revolution. There perfection should be ex¬ pected and should create no surprise. Few people who have passed through the same trials have recuperated as rapidly as the Southern people, or have adapted themselves more readily to their new condi¬ tions and addressed themselves with more fidelity and energy to the renovation of their social life and material industries. This is eminently true of their school systems. They have directed their efforts to bestow the advantages of education equally upon the children of the two races, upon the principle that it is a duty, and that universal education alone will avert the ills of universal suffrage. They fully believe that true liberty is measured by intelligence, and that the civilization of the white man can be made valuable to the black man only through the agency of public education, and that without education good citizenship is hardly attainable. While they admit the defects in their systems of public education, and make no effort to dis¬ guise them, they know that Southern education has always had, and still has, some excellent features peculiar to itself. With all the difficulties surrounding this subject a most gratifying improvement has taken place in their educational affairs during the last decade. Some of these States now expend one-third of their reve¬ nues in the support of their free public schools. The reorganization of their system of public education grew out of the complete enfranchisement of the colored race, and became neces¬ sary in order to adjust their new political relations to this race under the amendments to the Constitution of the United States. The difficulties which beset the race problem may best be understood when it is remembered that no(. light broke upon Thomas Jefferson through the gloom in which his mind was involved when considering the subject. PUBLIC EDUCATION IN THE SOUTH. 21 While an advocate of universal emancipation, lie could not reconcile himself to the idea of the two races living side by side upon terms of equality “in political rights, duties, and powers.” The result of his reflections was summed up in the words, “nothing is more certainly written in the book of fate than that these people are to be free; nor is it less certain that the two races, equally free, can not live in the same government.” He was incompetent to grapple with the last prop¬ osition, and dismissed it from his thoughts as a practical question, with the hope, “under the auspices of heaven,” for the emancipation of the black man. Within less than one hundred years the dream of Thomas Jefferson has been more than realized in the/complete emancipation of the black man, and in his admission to all the rights of citizenship under the con¬ stitutions of the States and the United States. It was a step attended with danger and difficulty, and many of the strongest advocates of emancipation doubted the wisdom and policy of conferring upon him the right of suffrage in his unprepared and ignorant condition. The South accepted it in good faith as the verdict of adverse fate, and as the unavoidable result of the moral sentiment that swept away the institution of slavery, and with the determination to give it an honest support. The spectacle is presented of two distinct races dwelling together in the same country, under the same government, in the full participation of the same political rights. While grave economic difficulties attended the solution of this problem, and grave political dangers still embar¬ rass its realization, the question deserves to be treated with wisdom and forbearance, and it is hoped that both races will triumph over the difficulties and dangers that environ its full attainment. That the two races may permanently dwell together in peace and amity, under the protection of the same constitutional laws, is a consummation devoutly to be wished, to which the earnest support of the American people should be given. FACTS KEVEALED BY THE CENSUS OF 1880. We must Dot, however, give ourselves up to a contemplation of what has been accomplished, but turn rather with renewed interest and zeal to the actual conditions affecting the further progress of education in the South. The Federal census of 1880 entered into the analysis and discussion of social conditions to an unprecedented degree. The comparative study of institutions North and South must be made in the light of the facts there disclosed, until another census shall have given us further information. Investigations of the data of the census bearing upon educational problems were begun by my predecessor, and have been continued under my direction. The results of this work have appeared from time to time in various publications of this Office, notably in Circular of Information No. 3, 1884, published by General 22 EDUCATION REPORT, 1887-88. Eaton, and in certain special tables in my Reports for 1885-86 and 1886-87. These studies are continued in the following tables and con¬ text. The first six tables relate, as will be seen, to the social conditions directly affecting the force and growth of the school system; the re¬ maining five relate to industrial conditions whose effects, though less obvious, are not less positive, In the series of Reports published under my supervision, I have em¬ ployed a fivefold division of the Union. A modification of this division seems desirable for the consideration before us. This modification is shown in the annexed Map, No. 1, of the eastern and central parts of the country. By “ the North ” I mean all the States north of the line BD ; and by “the South,” all the States lying south of that line; the line AO indicates the division of “the East” from “the Centre”; all States and Territories west of Minnesota, Nebraska, Kansas, and Texas are omitted from the present discussion. Thus, “ the East” represents the “ ante-Revolutionary ” part of the country ; “ the North ” shows the part which was opposed to slavery before the late civil war; “the South” includes those States in which slavery existed as a recognized factor in social, political, and industrial conditions. astern' MICH OHIO. MISS'. “South-eastern, South Central. Map No. 1.— A Fourfold Division of the Eastern Part of the Union. AD: North-Eastern. BC: South-Eastern. CD: SouthCentral. DA: North Central. PUBLIC EDUCATION IN THE SOUTH. 28 ADULTS AND MINORS IN 1880, NORTH AND SOUTH. The two tables first presented show the number of adults and of minors in eighteen “ Northern” and sixteen “ Southern” States in 1880, the pro¬ portion of adults and minors in one thousand of the population, and the number of minors to one thousand adults. The Adult and Minor Population of the ^Northern States in 1880. a “Northern” Statea, Maine . . New Hampshire . . Vermont . . . Massachusetts . . . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . . North-Eastern States Ohio . Indiana ... Illinois Michigan. . Wisconsin Minnesota Iowa . Nebraska . Kansas. . . , North Central States . Eighteen “Northern” States Population. j Ratio to 1, 000 Population. 3*0 X P u PoX © s as Adult (21 or more Years of Age). Minor (under 21 Years of Age). 1 'Adults. Minors. 377, 620 271, 316 582 418 716 216, 154 130, 837 623 377 605 192, 134 140, 152 578 422 730 1, 063, 710 719, 375 597 403 675 162,743 113, 788 589 411 698 365, 918 . 256, 782 588 412 701 2, 86 8, 207 2, 214, 664 564 1 436 773 609. 657 521, 459 539 i 461 855 2, >200, 115 2, 082, 776 514 486 945 8, 056, 258 6, 451, 149 555 445 802 j 1,629,447 1, 568, 615 509 ! 491 965 961,597 1 1, 016, 704 j 486 j 514 ( 1, 058 1,506,272 1 1, 571, 599 | 489 511 I-, 045 860, 007 776,930 525 1 475 j 905 640,078 675, 419 487 513 1.053 374, 536 406, 237 j 477 1 523 j 1, 096 773,905 850.710 ! 476 f 624 1. 011 218,348 234,044 , 4*3 j 517 1,-070 467,841 | 528,255 | 467 j 533" ' ! 1,141 7,432,031 1 7,628,523 493 | 507 | 1,028 15,488,289 | 14,079,672 I 524 476 | • 909 a Computed in the Bureau of Education. The Adult and Minor Population of the Southern States in 18S0.a “Southern” States. Population. Ratio to 1,000 Population. ; isi III § | 2 Adult (21 or more Years of Age). Minor (under j 21 Years of Age). ! Adults. Minors. Delaware . . . . . . 75,690 70, 918 516 484 938 Maryland . 471, 805 463,138 504 496 984 Virginia . 692, 836 819, 729 458 542 • 1,183 W est Virginia . 273, 580 | 344,877 442 558 j 1, 262 North Carolina . . . . . 620. 731 779, 019 443 557 j i 1.257 South Carolina . . . . 426,647 568, 930 429 571 1,331 Georgia . 664.405 877, 775 431 569 1 1, 320 Florida . . 119,610 149,883 444 556 j i 1,252 South-Eas tern States . . . 3, §45, 304 | 4, 074, 269 451 ( 5431 1,217 Kentucky . 743,787 ! 904 903 451 549 i L 217 Tennessee . . . ' 674, 252 j 868; 107 437 563 i 1, 288 Alabama . 541,016 I 721, 489 429 571 ! L 331 Mississippi . . . 476. 866 j 654 731 421 579 1,375 Louisiana . . 431. 339 508.607 459 i 541 i 1,179 Texas . 689, 852 901, 897 433 567 ! 1,309 Arkansas . . . . 343, 151 459, 374 428 1 572 ; 1,336 Missouri . 1,0 1, 161, 391 464 ! 536 \ 1, 155 South Central States . 4, 907, 252 J 6, r80, 499 442 | 558 j - . 1, 262 Sixteen “Southern” States . 8,252,556 j 10, 264, 768 446 ! 55fj 1,242 a Computed in the Bureau of Education. 24 EDUCATION REPORT, 1887-38. From these tables Map No. 2 is constructed. It shows for 1880 the number of persons under twenty-one years of age to each thousand of persons twenty-one or more years old. The duty of sheltering, feeding, clothing, and teaching the young of a community devolves, both by nature and bylaw, on the mature mem¬ bers. Other things being equal, this duty will be more or less difficult in proportion to the relative numbers of adults and minors. When we use the tables with Map No. 2, we arrive at some striking views. Compare Vermont and Mississippi: Vermont had 578 adults to 422 minors, or 1,000 to 730: Mississippi had 421 adults to 579 minors, or 1,000 to 1,375. Hence the burden on the adults of Vermont was lit¬ tle more than half as heavy as that on the adults of Mississippi. Here, then, is the first problem in Southern education — how to over¬ come the difficulties arising from a very large proportion of minor pop¬ ulation. WEALTH AND MINOR POPULATION IN 1880, NORTH AND SOUTH. I next present two tables, giving, for North and South, the aggre¬ gate of State, county, and local debts of each State in round millions of dollars ; the true valuation of all real and personal property in each State, also in round millions ; the difference between debt and valua¬ tion, or the u net n value of property in each State, also in round mill- PUBLIC EDUCATION IN THE SOUTH. 25 ions; and, lastly, the amount of “net” property, in dollars, per capita of the minor population of each State. # This per capita amount is, in other words, the net fund that is capable of being taxed for the support and education of each minor citizen. The larger this amount per cap¬ ita the lower will be the rate of taxation necessary to produce any specified amount of money, or the more money will be collected upon the same rate of taxation. Map Xo. 3. — Amount of Propert\ per capita of Minor Population in dollars. Map No. 3 shows at a glance how much more favorably situated the North is in this respect ; two of the Northern States had more than three thousand dollars per capita of minors ; ten others had more than two thousand dollars per capita of minors ; and the other six had more than one thousand dollars per capita of minors. Only four of the Southern States had more than one thousand dollars per capita of mi¬ nors, the other twelve ranging from $538 to $980. Massachusetts had six and one-half times as much as Mississippi per capita of rumors. This is the second problem in Southern education — how to overcome the difficulties arising from the lack of taxable property. 26 EDUCATION REPORT, 1887-88. The Public Debts and Net Wealth of the “Northern” States in 1880 and the Proportion of said Wealth ■ to each Minor. Property. States. Public Debts, in Millions. True Less Public Debts. Valuation (Millions). V aluation j (Millions). Per Capita of Minors. Maine . 23 511 a 488 a $1, 798 2, 690 New Hampshire . 11 363 352 Vermont . 4 302 298 2, 126 Massachusetts . 91 2, 623 2, 532 3, 519 Rhode Island . . 13 400 387 3,401 Connecticut . , . 22 779 757 2, 948 New York . . . . . 219 6, 308 6, 089 2, 749 New Jersey . .- . 49 1,305 1, 256 2,408 Pennsylvania . . . 106 4, 942 4, 836 2, 321 North-Eastern States . 538 17, 533 16, 990 2, 634 Ohio . 49 3, 238 3, 189 2,033 Indiana . 18 1, 681 1, 663 1, 616 Illinois . . . 45 3, 210 3, 165 2, 013 Michigan . 9 1,580 1, 571 2, 022 "Wisconsin . 12 1,139 1,127 1, 668 Minnesota . . 9 792 783 1, 927 Iowa . . . . . 8 1,721 1, 713 2,013 Nebraska . . . 7 385 378 1, 615 Kansas . 16 760 744 1, 408 North Central States . 173 14, 506 14, 333 1,879 Eighteen “Northern” States . 7lT 32, 039 31, 323 2,225 a Computed in the Bureau of Education. The Public Debts and Net Wealth of the “ Southern ” States in 1880 and the Proportion of said Wealth to each Minor. States.. Public Debts, in Millions. True Valuation (Millions). Property. Less Pub Valuation (Millions). lie Debts. Per Capita of Minors. a a Delaware . . . . . . . . . 2 136 134 $1, 889 Maryland . 11 873. 862 1,861 Virginia . . . 42 707 665 811 West Virginia. . . 2 350 348 1, 009 North Carolina . . . . 8 461 453 581 South Carolina . 13 322 309 543 Georgia . 20 606 586 668 Florida . 3 120 117 781 South-Eastern States . . . . . 101 3,575 3,474 853 Kentucky . . . . . 15 902 887 980 Tennessee . 37 705 668 769 Alabama . . . . . . 15 428 413 572 Mississippi . 2 354 352 538 Louisiana . 43 382 339 667 Texas.. . 12 825 813 901 Arkansas . ; . 8 286 278 605 Missouri . 57 1,562 1, 505 1,296 South Central States . 189 5, 444 5, 255 850 Sixteen “Southern’’ States . 290 9, 019 8, 729 851 a Computed in the Bureau of Education. I 27 PUBLIC EDUCATION IN THE SOUTH. DENSITY OF SCHOOL POPULATION IN 1880, NORTH AND SOUTH. The next two tables compare the area of the States, north and south, with the number of children of elementary school age. Observe the comparatively large numbers of such children to the square mile in the States to the north of the Potomac and the Ohio, as shown in Map No. 4. It is obvious that where the land is thickly settled, schools can be maintained at short distances apart; graded schools can be conducted more readily ; pupils can attend more promptly and more regularly ; and the teaching force can be more easily maintained. Map No. 4 shows that forty children can be gathered into school from one square’ mile in Rhode Island ; the same number is scattered over twenty square miles in Minnesota, and over forty square miles in Florida, Here is the third problem in Southern education — how to overcome the difficulties arising from a thinly settled country. 28 EDUCATION REPORT, 1887-88. The Area of the Several “Northern" States , their Elemental".! School Population in 1880, and the Number of said Population per Square Mile. Area in Population from 6 to 13 full Years of Age. States. Square Miles. Humber. Per Square Mile. 29, 895 9, 005 9, 135 8, 040 1,085 a 103. 956 48, 668 54, 332 263, 888 42, 611 97, 106 837, 521 199, 985 808, 039 a 3.48 5.40 Kew Hampshire.. . . . . . - . Vermont _ _ _ _ _ _ _ _ 5. 95 Massachusetts . . . . . . . . . ....... 1 32. 82 Rhode Island . . . . . 39.27 Connecticut . . . . . . . . . 4, 845 47, 620 7, 455 44, 985 20. 04 Hew York . . . 17. 59 New Tersev _ _ _ _ _ _ ..... 26. 82 Pennsylvania . . . . . . 17.96 Horth -Eastern States _ _ _ _ _ 162, 065 2, 456, 106 15.16 40, 760 35, 910 610, 201 14. 97 Indiana . . . 398, 946 605, 186 296, 144 11.11 Illinois . . . . . . . 56, 000 57, 430 54, 450 79, 205 55, 475 76,185 81, 700 10. 81 Michigan . . . 5. 16 Wisconsin _ _ _ _ _ _ _ 257, 105 151,892 327, 981 89, 547 209, 419 4. 72 Minnesota . . . 1.92 5. 91 Hebraska . 1.17 Kansas . 2.44 Horth Central States _ _ _ _ _ _ 537, 115 2, 946, 421 5.49 Eighteen “Northern” States . . . 699, 180 5, 402, 527 7/73 a Computed in the Bureau of Education. The Area of the Several “Southern" States, their Elementary School Population in 1880, and the Number of said Population per Square Mile. Area in Population from 6 to 13 full Years of Age. States. Square Miles. Humber. Per Square Mile. Delaware . . . . . . . 1,960 9; 860 40, 125 a 26, 747 178, 551 325,433 136, 834 301, 901 a 13.65 Maryland _ _ _ _ __ _ _ _ _ _ 18. 11 Virginia _ _ _ _ _ _ ........ 8. 11 West Virginia . . . . . . . 24, 645 48, 580 30, 170 58,980 5. 51 North Carolina _ __ _ _ _ _ _ _ 6. 22 South Carolina . . . . . . . . . 221, 528 7 34 Georgia . . . . . 342, 380 5.81 Florida . . . 54,240 59, 105 1. 09 South-Eastern States _ _ 268, 560 1, 592, 479 5. 55 Kentucky _ _ _ _ __ _ _ _ _ 40, 000 41, 750 357, 098 343, 219 8.93 Tennessee _ __ . __ _ _ _ _ _ 8. 22 Alabama . . . . . . . . . . . 51, 540 281,150 5. 44 Mississippi . . . . . . 46, 340 258, 790 5.58 Louisiana . 45, 420 203, 654 4. 48 262, 290 350, 456 1.34 Arkansas . 53, 045 181,991 456, 606 3. 43 Missouri . 68, 735 6.64 South Central States . 609, 120 2, 432, 064 3.10 Sixteen 1 1 South em ’ ’ States _ _ _ .... 877, 680 4, 025, 443 4750 a Computed in the Bureau of Education. PUBLIC EDUCATION IN THE SOUTH. 29 The foregoing tables place clearly before us the hindrances to rapid progress toward satisfactory attainment in public instruction in the South. The first, namely, “ the excess of minors above adults,” is pe¬ culiar to that section. The others are encountered in greater or less degree in other sections. The spirit in which they will be met may be judged by the temper and habits of the people. One great part of the population in the South is of African descent, and inherits much of the improvident temper and desultory habits engendered by tropical life. The white population of the South is, on the other hand, singularly homogeneous in its origin, its beliefs, and its habits. It is in great measure British and Irish by descent, and has preserved much of the tenacity, pugnacity, and rigorous temper of its progenitors. Misfortunes sober and disasters do not appal such a people. The terrible losses of life and treasure during the war of 1861-65 made the impoverished remnant of white population in the South more indus¬ trious and more determined than ever before. CONDITION OF INDUSTRY IN THE SOUTH. The condition of industry in the South, as compared with the same in the North, deserves attention in this connection. It is significantly set forth in the four tables that follow, derived from the census of 1880, showing the number of persons, male and female, pursuing gainful occupations in the North and South respectively at that time. Number of Males 10 or More Years Old in the North, in 1680, Employed and not Employed in Gainful Occupations. States. Employed in— Not Em¬ ployed in Gainful Occupa¬ tions, a Agricult¬ ure. Profes¬ sional and Personal Services. Trade and Trans¬ portation. Manufact¬ uring, Me¬ chanical, and Mining j Industries! All Gainful Occupa¬ tions. Maine . . . New Hampshire .. . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . North-Eastern States . Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . Iowa . Nebraska . Kansas . North Central States. . 18 “Northern” States. 81, 887 44, 299 55, 037 64, 74S 10,910 43, 936 375.213 58, 819 299, 809 31,4304 16, 158 16, 022 100, 445 15, 497 30, 647 332, 068 75, 763 318, 194 29, 090 11,208 8,772 109, 154 14, 641 28, 868 324, 304 63. 874 169, 664 55, 884 40, 675 22, 586 272, 246 46, 072 89, 192 492, 679 131, 647 451, 417 198, 465 112, 340 102, 417 546, 591 87, 120 192, 663 1, 524, 264 330, 103 1, 239, 084 60,122 27, 467 29,619 135, 195 17, 866 49, 729 425, 795 96,348 351, 972 1, 034, 656 936, 398 759, 595 1,602, 398 4, 333, 047 | 1, 194, 113 396, 120 329, 614 433, 7S6 239, 346 194, 380 130, 817 302, 171 89. 881 205, 234 173, 909 100, 056 157,084 103, 244 64, 259 39, 741 69, 575 20, 766 38, 2»9 101, 445 55. 292 125, 328 53, 317 36, 454 23, 979 50, 212 14, 983 26, 119 210, 362 98, 696 177, 471 118, 284 75, 869 35,511 61, 499 16, 529 33, 292 881,836 583, 658 893, 679 514, 191 371, 062 230, 048 483, 457 142, 159 302, 934 327, 5S9 16S, 747 284, 452 144, 910 132, 372 77, 401 140, 218 38, 863 85, 214 2, 321, 359 766, 923 487, 129 827, 613 4, 403, 024 1, 399, 776 3, 356, 015 1, 703, 321 1, 246, 724 % 43M11_ 8, 736, 071 ~2, 5937SS9 a Computed in the Bureau of Education, 30 EDUCATION REPORT, 1887-88. Number of Males 10 or More Yeat's Old in the South, in 1880, Employed and not Employed in Gainful Occupations . States. Employed in— Not Em¬ ployed in Gainful Occupa¬ tions. a Agricult¬ ure. Profes¬ sional and Personal Services. Trade and Trans¬ portation. Manufact¬ uring, Me¬ chanical, and Mining Industries. All Gainful Occupa¬ tions. Delaware . . . . Maryland . Virgihia . West Virginia . . North Carolina . South C ar olina . . . . . Georgia . Florida ...... ...ii.. ........ South-Eastern States. . Kentucky . . . Tennessee . Alabama . . . Mississippi . . Louisiana . Texas . . Arkansas . Missouri . South Central States.. 16 “Southern” States. 17, 609 89, 176 238, 951 106, 980 314, 228 208, 672 329, 856 47, 465 i2, 055 59, 057 87, 681 22, 301 34, 774 34, 309 62, 027 12, 098 4, 704 46, 785 29, 804 10, 510 15, 793 13, 147 24,693 6, 386 12, 284 70, 614 54, 607 24, 840 28, 416 15, 887 28, 954 7, 803 46, 652 265, 632 411, 043 164, 691 393, 211 272, 015 445, 530 73, 752 9, 351 75, 989 105, 352 52, 959 72, 057 52, 349 64, 300 19, 723 1, 352, 937 324f 362 151, 822 243; 405 2, 072, 526 452, 080 315, 445 275, 620 291, 477 252, 324 147, 538 330, 125 195, 002 * 351,681 63, 438 60, 304 41, 187 28, 563 66, 138 70, 178 15, 284 102, 403 32, 761 23, 196 16, 609 12, 849 28, 041 34, 649 9, 158 77, 721 53, 788 32, 442 19, 461 11, 353 26, 459 28, 238 10, 632 98, 211 465, 432 391, 562 368, 734 305, 089 268, 176 463, 190 230, 076 630, 016 120, 992 132, 997 45, 361 70, 472 53, 828 105, 738 48, 109 186, 946 2, 159, 212 447, 495 234, 984 280, 584 3, 122, 275 764, 443 3, 512, 149 771, 857 386, 806 523, 989 5, 194, 801 1, 216, 523 a Computed in tlie Bureau of Education. Number of Females 10 or More Years Old in the North, in 1880, Employed and not Em¬ ployed in Gainful Occupations-. States. Employed in — Not Em¬ ployed in Gainful Occupa¬ tions^ Agricult¬ ure. Profes¬ sional and Personal Services. Trade and Trans¬ portation. Manufact¬ uring, Me¬ chanical, and Mining Industries. All Gainful Occupa¬ tions. Maine . New Hampshire . Vermont . . . . Massachusetts. . . Rhode Island . Connecticut . . . . . New York . . . . New Jersey . . . Pennsylvania . . . North-Eastern States. Ohio . . . . . . Indiana . . . . Illinois . * . Michigan . Wisconsin . . . Minnesota . . . . Iowa . . _ Nebraska....... . Kansas . . . . . North Central States . 18 “Northern” States. 243 191 214 227 35 90 2, 247 395 1, 303 15, 807 12, 048 12, 152 69, 715 9, 160 20, 649 205, 829 34, 959 128, 519 700 527 173 6,222 576 1, 032 15, 115 2, 508 10, 301 16, 778 17, 362 3, 628 98, 019 20, 088 26, 899 137, 190 28, 914 76, 860 33, 528 30, 128 16, 167 174, 183 29, 859 48, 670 360, 381 66, 776 216, 983 227, 554 116, 253 115, 849 576, 214 85, 616 206, 241 1, 670, 988 372, 364 1, 395, 176 4, 945 508, 838 37, 154 425, 738 976, 675 4, 766, 255 1, 375 1, 626 2, 575 973 1, 521 718 1,386 626 846 76, 462 37, 225 72, 383 40, 005 33, 235 19, 711 34, 357 7, 980 15, 218 2,870 1, 140 3, 044 1, 406 1,096 370 660 123 260 31, 932 11; 431 28, 099 12, 629 10, 541 4, 278 8, 442 1, 726 3, 027 112; 639 51, 422 106, 101 55, 013 46, 393 25, 077 44, 845 10, 455 19, 351 1; 077, 293 664, 268 985, 083 522, 572 415, 885 227,451 513, 121 126, 794 296, 798 11, 646 336, 576 10, 969 112, 105 471, 296 4, 829; 265 16, 591 845, 414 48, 123 537, 843 1, 447; 971 9, 595, 520 a Computed in the Bureau of Education, PUBLIC EDUCATION IN THE SOUTH. 31 Number of Females 10 or More Years Old in the South, Hit 1830, Employed and not Em¬ ployed in Gainful Occupations . States. Employed in — Not Em¬ ployed in Gainful Occupa¬ tions.® Agricult¬ ure. Profes- | sional and i Personal Services. Trade and Trans¬ portation. Manufact¬ uring, Me¬ chanical, and Mining Industries. All Gainful Occupa¬ tions. t)el aware . Maryland... . Virginia . West Virginia . North Corolina . South Carolina . . Georgia . Florida . South-Eastern States. Kentucky . . .t* . Tennessee . Alabama . Mississippi . . Louisiana . Texas . . . Arkansas . . . - Missouri . South Central States . . 16 “Southern” States. 240 1,751 15, 148 598 46, 709 85, 930 102, 348 11, 266 5, 561 39, 877 58, 983 9,319 34, 547 29, 937 42, 242 5i 825 263 2, 449 614 143 173 409 529 60 1, 864 14, 723 8,452 1, 448- 5, 547 3, 811 7, 213 633 7,928 58, 800 83, 197 11, 508 86; 976 120, 087 ' 152, 332 17, 784 46,925 294, 943 459, 442 199, 429 407, 707 223, 005 381, 678 73, 39i 263,990 226, 291 4, 640 43, 691 538, 612 2, 086, 520 5,126 18, 533 89, 153 87i 614 57, 768 29,192 21, 653 3,616 40, 801 33, 803 31, 024' 20, 885 31, 973 27, 383 8, 182 46, 185 802 432 344 126 1, 089 260 75 1, 579 7, 693 3,640 3, 535 1, 792 4 222 2, 108 706 11, 563 54,422 1 56, 408 124, 056 110, 417 95, 052 58, 943 30, 616 62, 943 1 522, 652 481, 163 313, 629 267, 715 232, 014 436, 325 223, 075 677; 726 312, 655 240, 236 4,707 35, 259 592, 857 3,154, 299 576,645 466, 527 9, 347' 78, 950 1, 131, 469 5, 240, 819 a Computed in the Bureau of Education. Beducing the numbers of the “ totals v in these four tables to parts in 1,000, it is manifest that the proportion of people, both male and female, at work in the South was greater than the same class in the Korth. In 1,000 males, 10 or more years of age: There Were Employed in — Profes¬ Manufact¬ There Were Not Agricult¬ ure. sional snd Trade and uring, Me¬ All Gainful so Em¬ Personal Services. Trans¬ portation. chanical, and Mining Industries. Occupa¬ tions. ployed.® The “North ” . 296 150 Ill 214 771 229 The “South” . 545 120 63 82 810 190 In 1,000 females, 10 or more years of age : There Were Employed in — Profes¬ 1 Trade and i Manufact- There Were Not Agricult¬ ure. sion til DTI d j nring, Me- All Gainful so Em¬ Personal ‘ Services. I Trans- j portation. | chanical, and Mining Industries. Occupa¬ tions. ployed. a The “North ” . 1 77 4 49 131 869 The “South”... . 90 73 4 11 178 822 a Computed in the Bureau of Education. 32 EDUCATION REPORT, 1887-8&. It is not implied that labor in the South is as regular, as judiciously applied, or as effective as labor in the North; doubtless in many cases it is more unmethodical, and still oftener less profitable; but it is there and at work, in spite of all disadvantages of climate and all pre¬ vious conditions of life. The smaller wealth and scantier leisure of the South are shown particularly in the greater proportion of females em¬ ployed, and still more specially in the very large number engaged in agricultural pursuits. This applies more particularly to the colored population, which is almost entirely engaged in that branch of industry. As fast as education renders the masses in the South more apt in the performance of diversified labor, and as soon as manufacturing •and mechanical industries suitable to their strength are developed and brought near their homes, we shall see a gradual transferrence of South¬ ern laborers from the farm and field to other kinds of toil. But this is yet distant; and the South must always, in the future as in the past, be mainly an agricultural country. These remarks do only partial justice to the situation in 1880; but per¬ haps what has been said is enough to show that the burden of public education in the South is a real and heavy one. • I believe that the his¬ tory of the past decade will show that, though heavy, it has been cheer¬ fully borne, and will exhibit more favorable conditions. The facts and relations shown by the figures given above demand cer¬ tainly the serious attention of all persons interested in the public wel¬ fare, and most especially of all charged with the conduct of public af¬ fairs. If popular education be indeed the safeguard, and popular lib¬ erty the bulwark of a free government, it is a matter of grave concern if one section of the country be found struggling against disparities in the effort to secure this protection and defense. The inequalities which have been pointed out are so interwoven with all the social and busi¬ ness interests of the different sections that it is impossible to indicate either the extent to which equality of educational provision is possible, or the means by which it may be accomplished. Judged by the experience of other communities the industrial condi¬ tion of the South as disclosed by the census, is the most hopeful augury for the free school system. In the North industry, thrift, and liberty have found their natural outcome in a general demand for knowledge, and in determined efforts for the supply of that demand. Is it not rea¬ sonable to look for the same results in the South? Indeed her attitude with respect to that issue need no longer be simply that of hope or ex¬ pectancy. SOURCES OF SCHOOL REVENUE. The firm hold which the free school has taken in Southern communi¬ ties, as a matter for local action, is an important fact in the detailed record of the year. For proof of this statement I need only refer to a single page of that record. Table 13, Chapter III, shows the relative importance of the various sources of school revenue. From this it ap¬ pears that there are twenty-four States and five Territories in which the RECORD OF THE YEAR - MANUAL TRAINING. 33 local tax exceeds all other sources of revenue. . Nine of these States are included in the group which I have classed as the South, as against thirteen belonging to the group which I have called the North. But the experience of the States to which we instinctively turn for guidance in the progressive conduct of the school system, discloses also the importance of another principle of action. From the nature of things, local effort can not be uniform, nor in all cases sufficient. Hence communities are found combining their efforts to secure equal diffusion of educational privileges. This principle of combined action is illus¬ trated in the levy of a general tax, by means of which the whole people contribute to the support of public education in the entire State. By reference to Table 13 it will be seen that, with two exceptions, the States here classed as the North levy such a tax, and that in three States of the group it yields the larger portion of the school revenues. It is a more important source of revenue in the States classed as the South. In seven of these the State tax yields more than half the support of the schools, while in three only does it afford less than one-fourth of the revenue. It is easy to demonstrate the absolute necessity of both local and State taxation, and to show fur ther that under certain conditions na¬ tional aid may properly be invoked for the educational necessities of particular regions. This may be done either by a specific appropria¬ tion or by the appropriation of the proceeds of the sales of the public lands, and in either case the effect would be the same. The adjustment of the two principles of public action here pointed out, their due development, and their judicious application, are among the great problems which are forced upon our thoughtful attention at the present time. THE RECORD OF THE YEAR. The educational record of the year is presented and discussed in the succeeding chapters of this Beport. It is an interesting and sugges¬ tive, and in many respects a remarkable record. Its importance is indicated by the large amount of money and property involved in the operations of the various scholastic agencies, and by the statistics showing the number of children and youth brought under their influ¬ ences. The expenditure for public education amounted to $122,455,000 in round numbers, and more than twelve million children were enrolled in the schools, of whom eight millions were in average attendance. The progress of this system is marked not only by the increase in material resources, teaching force, and average attendance, but also by improvements in the spirit and methods of the work. MANUAL TRAINING*. , Among the most important of these improvements is the introduction of manual training in many cities and towns. The conflict of opinion developed in the discussion of this subject arises in a measure from the widely different experiments to which the term is applied. Thoughtful *” 3 ED 34 EDUCATION REPORT, 1887-88. men deprecate all movements which threaten to transform the common I schools, or any grade of the common schools, into instruments for in- I dustrial training in the sense of trade teaching. On the other hand, I all, even the most conservative, admit that the education of the children I should involve the exercise of the mind, the eye, and the hand. Upon > their systematic training depends the complete development of the in- fl dividual, as well as his complete preparation for industrial life. The I adoption of constructive exercises as a part and parcel of our common school methods, is a movement along lines laid down by Rabelais, I Comenius, Pestalozzi, and other great philosophers. It is a movement I which accords with sound principles; it tends toward methods of in- I struction applicable to many branches of study, and yielding larger I results with less friction and less waste of time than is possible in the use of purely mental exercises ; but the movement should be so guarded i as not to confuse or obscure the distinctions between general and par- i ticular ends in education. The great purpose of popular education is I the elevation of the people, which depends upon intellectual activity ; and spiritual insight, rather than upon skill. As expressed by Dr. W. ' T. Harris in a discriminating discussion on the “ Psychology of Manual Training”: Man elevates himself above the brute creation by his ability to withdraw his at- j tention from the external world of the senses and give attention to energies, forces, j producing causes, and principles. He can, in short, look from the particular to the ■ general. He sees the particular object by his sense-perception, and reflects upon its i casual processes by his intellect. Insight into the cause enables him to anticipate i perception and to reinforce it. Thus without losing the particular he grasps to- j gether the whole realm of the particular in the general, * * * in mastering the < cause of anything he grasps together and comprehends an indefinite series of effects. The senses perceive the particular thing or object, but the reason perceives the casual I energy by reflection and introspection. These different effects are perfectly clear to educators who, as regards manual training, differ chiefly in their opinions as to its educational value. It will not be easy to determine whether these differences of opinion are radical or not, until precise meaning is given to the ex¬ pression. A notable endeavor to fix the meaning of the term “ manual training” has been made in a report by Nicholas Murray Butler, chair- ! man of the Committee on Manual Training of the New Jersey Council of Education, one of the leading advocates of the system.. In this re¬ port he said : Manual training * * * is instruction in thought-expression by means other than verbal language and gesture. It includes necessarily instruction in delineation and instruction in constructive work ; whether or not the tools commonly used for working wood and iron shall be employed for the purpose of giving a part of this instruction in constructive .work is a mere incident. We are of opinion that the edu¬ cational value of proper instruction in the use of tools has been fully proven; but it is not to be supposed that the means of giving instruction in manual training will not improve and develop, as text-books, maps, and other school-room apparatus have improved and developed. Mr. Butler then goes on to declare that manual training is only an ex- HISTORY OF AMERICAN EDUCATION. 35 tension of kindergarten principles to higher grades $ and that it in¬ volves the “ application of a great pedagogic principle,” and is not uan attempt to improve the methods of high school instruction alone.” To give practical expression to these views, the following resolution was submitted by him to the Council and passed without a dissenting vote: Whereas, There are several and conflicting uses of the term Manual Training, be it hereby Resolved , That the New Jersey Council of Education defines Manual Training as training in thought-expression by othei • means than gesture and verbal language, in such a carefully graded course of study as shall also provide adequate training for the judg¬ ment and the executive faculty This training will necessarily include drawing and constructive work, but experience alone can determine by what special means this instruction may best be given. Using the expression 11 manual training ” in the sense here given, the argument for its introduction into the public school course is placed on exactly the same basis as the argument for other essential branches of education. THE HISTORY OF AMERICAN EDUCATION. While carrying forward the work of my predecessors in the conduct of the Bureau of Education, promoting the interest of common schools, etc., I have endeavored to advance the educational interests of the coun¬ try by a systematic inquiry into the history of colleges and universities in the various States of the American Union. Beginning with the his¬ tory of old William and Mary College, the Harvard of Virginia and the South, I have caused investigation to be extended throughout all the United States, embracing every individual State, by competent scholars, working under the editorial supervision of Dr. Herbert B. Adams, of Johns Hopkins University. While as yet we have only the first fruits of these educational studies in fields hitherto unbroken, nevertheless the returns have been so gratifying and so highly appreciated, both by practical educators and by the public at large, that I have continued this line of publication by the Bureau as rapidly as the State monographs have been completed. The influence of the monograph upon William and Mary College in securing the revival of that ancient and honored institution, I have al¬ ready indicated in a former Report, 1886-87, page 27, where is given a letter from General William B. Talliaferro, president of the board of gov¬ ernors, containing these words : u 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.” History of Education in Virginia , At my request, the work of inquiry into the educational history of Virginia, so profitably begun, was continued to the University of Vir¬ ginia and throughout the State. The editor devoted his special atten¬ tion to Jefferson’s original and unique academic foundation, the first representative of the modern university spirit in the South, if not in the country at large. The various colleges of Virginia were described in 36 EDUCATION REPORT, 1837-88. authorized sketches by representatives of the institutions concerned. The whole work is a combination of individual and cooperative methods : of treatment. The peculiar interest and importance of Jefferson’s edu¬ cational labors in Virginia, including his pleas for common schools and local self-government, are described more particularly in the following letter, transmitting the monograph from this Bureau to your Office : Department of the Interior, Bureau of Education, Washington, D. G., December 9, 1887. The Honorable The Secretary of the Interior, Washington, D. C. Sir: The interest awakened by the History of the College of William and Mary, prepared by Dr. Herbert B. Adams, of Baltimore, and published by this Bureau as Circular of Information No. 1, 1887 ; and the Study of History in American Colleges * and Universities, also prepared by Dr. Adams, and published as Circular of Informa¬ tion No. 2, 1887, justifies a further inquiry into the history of higher education in the State of Virginia, and in other States of the American Union. The work should be done gradually and methodically. Without attempting to cover the entire field at once, I have thought it wise to encourage the preparation by Dr. Adams of a special monograph concerning Thomas Jefferson and the University of Virginia, with brief historical sketches of the various colleges in that State. Jefferson’s work was of fundamental importance in the establishment of the University of Virginia, which is the historical successor of the College of William and Mary. The connection of the two institutions has been clearly traced by Dr. Adams in Jefferson’s projects for educa¬ tional reform. The first idea of the University of Virginia was the proposed trans¬ formation of the old colonial college into something higher and broader. But this idea failed of realization by reason of sectarian opposition to an Episcopal establish¬ ment. The present University of Virginia is an interesting illustration of the pos¬ sible union of religious interests in the support of higher education by the State. Jefferson was the first conspicuous advocate in this country of centralization in university education, and of decentralization in preparatory and common schools. He was a thorough believer in the concentration of State aid upon higher educational interests, and in the support of primary and secondary education by local taxation and private philanthropy. In his judgment, local government and common schools should have been established together and concurrently in the State of Virginia. He would have subdivided the counties into “hundreds” or “wards,” corresponding to the militia districts, and have made the district school-house the place of local as¬ sembly and primary education. The training of every community to good citizen¬ ship and self-help by active participation in local affairs, such as the support of schools, roads, and bridges, was the ideal of popular education in the mind of Jeffer¬ son. Ho proposed that the children should be taught not merely reading, writing, arithmetic, and geography, but also through reading-books the history of the world and of their own country. Such an educational ideal, at once sound, sensible, and thoroughly democratic, is worthy of reconsideration after the lapse of more than a century since it was first proclaimed. J efferson devised an ingenious plan whereby the boys of best talent, the sons of the people, might be discovered and sent forward, although poor, to preparatory colleges, and finally to the University of Virginia. Such a plan is now in practical operation in the State of New York, in connection with Cornell University, which accepted the agricultural college land grant upon the condition of free education to talented grad¬ uates of local high schools and academies, and also prevails in many other States, where young men receive the benefits of the higher education, without charge for i tuition, at the State universities and agricultural land-grant colleges. Natural selec- H tion and the survival of the fittest are, great needs in American schools, colleges, and HISTORY OF AMERICAN EDUCATION. 37 universities. Jefferson’s ideas, if they should ever be realized throughout the coun¬ try, will deliver us on the one hand from the over-education of mediocrity, and on the other from the under-education of genius. It is the duty of democracy to evolve from itself the highest talent, not only for government and administration, but for the advancement of science and the arts. The idea is far too prevalent that the American people have done their whole duty in everywhere instituting common schools by State authority. Popular education in this form is indeed a recognized necessity, and, generally speaking, it is an accom¬ plished fact ; but there is a higher form of popular education, to the necessity of which the people as a whole have not yet risen. That form is university education in the interest of good government aud the promotion of science in the United States. Washington had this higher form of education in mind when ho said to Congress that “ a flourishing state of the arts and sciences contributes to national prosperity and reputation,” and when he advocated a national institution in which the primary object should be “ the education of our youth in the science of government.” Jefferson had it in mind when he was urging the State Legislature to establish the University of Virginia, and when he thus defined the objects of the higher education : “To form the statesmen, legislators, and judges, on whom public prosperity and individual happiness are so much to depend ; to expound the principles of govern¬ ment, tbe laws which regulate the intercourse of nations, those formed municipally for our own government, and a sound spirit of legislation, which, banishing all ar¬ bitrary and unnecessary restraint on individual action, shall leave us free to do what¬ ever does not violate the equal rights of another ; to harmonize and promote the in¬ terests of agriculture, manufactures, and commerce, and by well-informed views of political economy to give a free scope to the public industry ; to develop the reason¬ ing faculties of our youth, enlarge their minds, cultivate their morals, and instil into them the precepts of virtue and order ; to enlighten them with mathematical and physical sciences, which advance the arts and administer to the health, the subsist¬ ence, and the comforts of human life ; and, finally, to form them to habits of reflec¬ tion and correct action, rendering them examplesof virtue to others and of happiness within themselves. These are the objects of that higher grade of education, the benefits and blessings of which the Legislature now propose to provide for the good and ornament of their country, the gratification and happiness of their fellow-citizens.” • Jefferson’s views upon the relation of the State to university education are so strik¬ ing and so timely in these days, when some Legislatures are treating State universi¬ ties in a grudging, short-sighted, and parsimonious spirit, that I can not refrain from quoting still further from that remarkable report which decided the establishment of the University of Virginia : “Some good men, and even of respectable information, consider the learned sciences as useless acquirements ; some think they do not better the condition of men ; and others that education, like private and individual concerns, should be left to private, individual effort; not reflecting that an establishment embracing all the sciences which may be useful and even necessary in the various vocations of life, with the buildings and apparatus belonging to each, is far beyond the reach of individual means, and must either derive existence from public patronage, or not at all. This would leave us, then, without those callings which depend on education or send us to other countries to seek the instruction they require. * * * Nor must we omit to mention * * * the incalculable advantage of training up able counsellors to administer the affairs of our country in all its departments, legislative, executive, and judicial, and to bear their proper share in the councils of our National Government; nothing more than education advancing the prosperity, the power, and the happiness of a nation.” While the present monograph describes, for the encouragement of the friends of higher education, the triumph of what was called in Virginia the “holy cause of the University,” after nearly fifty vears of arduous struggle by Jefferson with popular in¬ difference and local jealousy and ill-advised opposition, the study is not without its 88 EDUCATION REPORT, 1887-88. interest for the friends of primary education, which J efferson had quite as much at heart as university education. He believed in aiming at the highest, as did the founders of Harvard and William and Mary Colleges. He believed that with the opening of mountain sources of learn- ' ing, the lower valleys and broadening plains of popular education would the better flourish. In studying the historical origin of the University of Virginia, we discover its connection with enlarged and wide-reaching ideas of a system of public education, the influence of which should extend far beyond the borders of a single State. In the extensive correspondence, legislative inquiries, reports of educational com¬ missions, and legislative enactments which led to the foundation of the University of Virginia in 1819, we have a rich fund of suggestive ideas for the founders of educa¬ tional institutions, whether public or private, high or low. The range of thought is from a district school to a national university. These ideas are all the more inter¬ esting, because the best of them are clearly the product of Jefferson’s thoroughly democratic mind, enriched by higher education, by travel, and by an intelligent study of the best institutions of learning in the New and in the Old World. It is surprising to observe how Jefferson anticipated many of the modern educational ideas which have come into conspicuous favor since his day. For instance, non-sectarianism in i university education ; ethics and the languages of the Old and New Testaments as a suitable university basis for theological training ; the importance of the academic study of history, politics, and economics; the teaching of history in common schools by means of reading-books; the practical value of the modern languages ; the signifi¬ cance of German studies, particularly of Anglo-Saxon ; the early English origin of free institutions ; the advantage of student self-government as a substitute for faculty- espionage ; physical education ; military training of students ; manual and industrial training ; the connection of higher education with the higher interests of the Amer¬ ican people. Jefferson seemed to recognize that our schools, colleges, and univer¬ sities, if they are to serve efficiently the state or country in which they are placed, must have broad foundations, and cultivate, instead of selfish exclusiveness, a noble popularity which does honor to the Republic. To the University of Virginia, Jefferson’s creation, the whole country is indebted for the following distinguished services to the higher education : (1) The recognition of real university standards of instruction and scholarship. (2) The absolute repres¬ sion of the class-system and the substitution of merit for seniority in the award of degrees. (3) The first complete introduction of the elective system. (4) The estab¬ lishment of distinct “ schools,” in which great subjects were grouped; for example, ancient languages, modern languages, mathematics, law and politics ; each school having its autonomy and its own standard of graduation. (5) The institution of’ constitutional government, in academic form, with an appointed president or chair¬ man of the faculty, holding office for one year, but eligible for reappointment by the board of visitors. (6) The promotion of self-government among the students, with j the cultivation of an esprit de corps sustaining high standards of academic honor and scholarship. I beg leave to recommend the publication of this monograph, which illustrates the j educational views and wide influence of the Father of the University of Virginia, who was also one of the founders of this Republic. The monograph contains, besides Dr. Adams’s original researches, an interesting j and valuable study by one of his graduate students at the Johns Hopkins University, Mr. William P. Trent, of Richmond, who earned his degree of Master of Arts at the University of Virginia, and who, at Dr. Adams’s suggestion, has investigated the , influence of Jefferson’s institution upon the life and thought of the South. Mr. Trent has also prepared, with very great labor, statistical tables showing the various lines of public and professional activity taken by the alumni of the University, now 1 widely scattered throughout the Southern States. Following these tables is an authorized sketch of the present condition and organ- j ization of the University, by Prof. John B. Minor. A bibliography of the best sources HISTORY OF AMERICAN EDUCATION. 39 of information is appended by the editor. Authorized sketches of Hampden-Si'dney, Raudolph-Macon, Emory and Henry, Roanoke, and Richmond Colleges, and of Wash¬ ington and Lee University, have been secured through local cooperation. Illustra¬ tions for the work have been obtained from a variety of sources. The most interest¬ ing are copies of Jefferson’s original drawings for the construction of the University buildings. This contribut ion to the educational history of Virginia is the first of a State series, which, with your approval, Dr. Adams will continue to edit for the Bureau of Edu¬ cation. The present monograph will be followed by historical studies of education in North Carolina, South Carolina, and Georgia, by student representatives of those States. The Bureau of Education has now in course of preparation a second cooperative series, on the history of higher education in Ohio, Indiana, Illinois, Michigan, and Wisconsin, to mark educationally the centenary of the first settlement of the old North-West Territory. This plan of work has been undertaken with your sanction and will be continued during the coming winter. I deem it not improper, in the conclusion of this letter, to express how deeply the Bureau of Education is indebted to your generous and liberal encouragement, in its efforts to aid and broaden the scope and usefulness of its work. In being elevated to that august tribunal which presides over one of the three de¬ partments of this great Union of States, you will carry with you the best wishes of the friends of education, and will view from a higher stand-point the value and beneficence of public education to the whole country. I have the honor to be, very respectfully,' your obedient servant, N. H. R. Dawson, Commissioner. As an index of tlie favorable reception and high estimation of this monograph on “Thomas Jefferson and the University of Virginia, ^ I have requested the privilege of publishing the following grateful reso¬ lutions by the Faculty of that institution, transmitted by the chairman, Prof. William M. Thornton, to the editor of the Contributions to Amer¬ ican Educational History: Chairman’s Office, University of Virginia, Va., January 2, 1889. Dear Sir: In enclosing a copy of resolutions passed by our Faculty at the last meeting, I venture to avail myself of the opportunity to express my own sense of obligation for your very handsome contribution to our history. Like every one else interested in this University, I have read your monograph with the greatest pleasure. Even those who are best informed as to our origins find new light shed upon them by your researches. And the work will long remain the authentic record of our foundation. ******* Very respectfully, RESOLUTIONS. Wm. M. Thornton, Chairman of Faculty. The Faculty of the University desire to place on record their sense of the value of the work performed by Prof. Herbert B. Adams, of Johns Hopkins University, in his monograph entitled “Thomas Jefferson and the University of Virginia,” lately printed under the direction of the United States Bureau of Education. Contributing, as it does, to illustrate the self-denying patriotism, the broad and enlightened views, and the profound sagacity of our illustrious founder, we cannot but regard it with a high degree of favor. 40 EDUCATION REPORT, 1887-88. It has set "before the American world in lively colors and in a most attractive man¬ ner Mr. Jefferson’s tireless industry and painstaking in "bringing about the establish¬ ment of the University, so as to enhance the renown even of that great statesman; and to justify the sentiment which he desired should be inscribed on his tomb that, as part of his threefold claim to the special gratitude of his countrymen, he was the Father of the University of Virginia ; and it has successfully elucidated the peculiar features of the University to which Mr. Jefferson ascribed paramount importance, and-has thereby rendered an essential service to the cause of liberal University edu¬ cation in this county. It is therefore resolved , (1) That the thanks of the Faculty in behalf of the Uni¬ versity, and of themselves, be tendered to Professor Adams for the tribute which he has thus paid to the “Father of the University,” and to the University itself; and for the encouragement and aid which his work affords to the laborers in the sphere of the higher education of youth. (2) That the Chairman of the Faculty be requested to cause a copy of these min¬ utes to be transmitted to Mr. Adams. History of Education in North Carolina. A monograph upon the “ History of Education in North Carolina” has been prepared by a native of that State, Dr. Charles Lee Smith, sometime Fellow in History at the Johns Hopkins University. Himself a graduate of a North Carolina college and well acquainted with college and university men in that State, he travelled over nearly the entire region, making a personal visitation of the leading institutions of both races. He also paid particular attention to the origin of common school education in North Carolina. Dr. Smith had the cooperation of .teachers, professors, and college presidents wherever he went, and accumulated a rich fund of material information, both from personal inquiries and from original investigation of college archives. He enjoyed also the first practical use of the proof-sheets of the newly published historical rec¬ ords of North Carolina. The following letter, officially addressed to you by me, will best serve to characterize this interesting and important contribution to the edu¬ cational history of the Old and New South : Department of the Interior, Bureau of Education, Washington, D. G., December 9, 1887. The Honorable The Secretary of the Interior, Washington , D. C. Sir : In pursuance of the plan already approved by you for a systematic inquiry by tbe Bureau of Education into the educational history of the United States, I beg to recommend for publication the second of the series of State monographs in this direction edited by Dr. Herbert B. Adams, whose studies upon the College of William aifdMary, and Thomas Jefferson and the University of Virginia, with the monograph upon the Study of History in Anlerican Colleges and Uhiversities, formed the intro¬ duction to this new line of inquiry. The subject of the present monograph is the history of education in North Caro¬ lina. It is an original and valuable contribution, and deserves to be widely read. In this monograph Mr. Charles Lee Smith, who has been trained in historical meth¬ ods at the Johns Hopkins University and now holds a fellowship in history and poli- HISTORY OF AMERICAN EDUCATION. 41 tics at that institution, gives tho results of a thorough and carefui study of the edu¬ cational history of his native State. For North Carolina this is pioneer work. Tho history of education in that State has hitherto remained unwritten. That the old North State has failed to receive just recognition at the hands of some historians, is due in great measure to the fact that many important phases of her early history have remained undeveloped by her own sons, to whom they were known, and who have allowed the prejudiced state¬ ments of early chroniclers, ignorant of the facts, to be accepted without contradic¬ tion as authoritative. The writer has traced the genesis and development of education in North Carolina from the first settlement of that State to the present time. For this purpose he is the first to exploit the colonial records, the publication of which was begun last year, and the early laws of the State. He has also utilized early newspaper files, and all the published biographical and historical works relating to his State to be found in the public libraries of Raleigh, Washington, and Baltimore, besides certain private col¬ lections and personal correspondence. In the study of education as a growth North Carolina affords peculiar advantages. The character of the early settlers, the objects of their coming, and the results achieved by them in their struggle against oppressive government give the history of that State unusual interest. Bancroft says, “ North Carolina was settled by the freest of the free,” and the records of the colony show that a constant warfare was waged against oppression until freedom was wod. This fact was emphasized and is illustrated in the proceedings of that meeting of patriots at Mecklenburg, in 1775, which, without doubt, is one of the most memorable events of our Revolutionary pe¬ riod. This struggle was for civil and religious liberty, and Mr. Smith demonstrates how intimate was the connection between the liberties and the educational history of the people. The government is, perhaps, to be censured that schools were not earlier provided. It is an error, however, to suppose, as has been stated by some writers, that there were no good schools in the State previous to the Revolution; for it is shown that there were many creditable institutions, several having a wide reputa¬ tion. The higher education has been principally treated in this sketch, although the his¬ tory of primary and secondary instruction has not been neglected. The influence of certain classes of immigration and of institutions outside the State, especially of Princeton, which previous to the establishment of the University of North Carolina was largely patronized by the young men of that State, is clearly shown. Many inter¬ esting facts concerning noted educators of the State are brought out. The sketch which is given of the University of North Carolina is the first full account of that insti¬ tution which has ever been written. The writer thinks no institution of this country has a more honorable record, and it is clainjed that in proportion to the number of its alumni it stands second to none in the number of the distinguished public men it has given to the State and Nation. The account which is given of its “influence upon the South” makes an admirable showing. As indicative of its wide-spread influence upon the country, a President, a Vice-President, many Cabinet officers, ministers to foreign countries, Senators, Gov¬ ernors, and other distinguished men are mentioned among its alumni. President Andrew D. White said of this institution : “I remember in my young manhood the University of North Carolina was always spoken of with the greatest respect among men who knew anything about an American collegiate education. While the Universities of Virginia and Johns Hopkins have to some extent drawn at¬ tention away from it, I see no reason why its present Faculty should not give it a commanding position in the South-East of our Republic.” The subjects taught in the institutions for the secondary and the higher education are noted from time to time, thus showing the general educational development. The present status of education in North Carolina is well pictured. The work, while 42 EDUCATION REPORT, 1887-88. strictly historical, is both practical and suggestive. Hon. Henry Barnard, the first Commissioner of Education, once said that “ no subject now interesting or important can be adequately understood or further investigated unless proper pains be first be¬ stowed upon its history. * * * There is no department of human exertion, how¬ ever, in which this preliminary historical knowledge is so necessary as in education. For this there is both a general and a special reason. The education of a people bears a constant and most pre-eminently influential relation to its attainments and excel¬ lencies — physical, mental, and moral. The national education is at once a cause and an effect of the national character ; and, accordingly, the history of education affords the only ready and perfect key to the history of the human race and of each nation in it — an unfailing standard for estimating its advance or retreat upon the line of human progress. ** But the special reason just alluded to is yet more in point at this time. It is, that there is no department of human exertion whose annals are more brilliant with dis¬ plays of industry, talent, and genius, whether successful or unsuccessful, and conse¬ quently none in which a reference to the past will afford such abundant materials for improvement in the present. ” Urging, therefore, the publication of this monograph and the encouragement of this new line of educational inquiry to be continued by the Bureau of Education, not only in the South but in the North-West and South-West and beyond the Missis¬ sippi, where such inquiries are most needed, I have the honor to be, very respectfully, your obedient servant, N. H. R. Dawson, Commissioner. As an evidence of the cordial approval with which this monograph has been received, the following resolution, among many other favora¬ ble acknowledgements of this work which have been transmitted to me, is here published : The Faculty of the University of North Carolina desire to express to Hon. N. H. R. Dawson, Commissioner of Education of the United States, their gratification and appreciation of the intelligent generosity and public spirit of the Bureau of Educa¬ tion in publishing, illustrating, and distributing the History of Education in North Carolina and other circulars of information, which they believe will greatly aid the cause of education in the South and throughout the country, and will prove a valu¬ able contribution to the permanent history of education. History of Education in South Carolina. A fourth monograph in this new series concerns “The History of Higher Education in South Carolina,” by 0. Meriwether, of that State. Like Dr. Smith, trained in the historical methods of work as pursued at the Johns Hopkins University, Mr. Meriwether was favored with much original manuscript material supplied by friends and correspond¬ ents in South Carolina, and he spent one long summer vacation in the library of the Bureau of Education at Washington, digesting the mate¬ rials there found for the educational history of his native State. South Carolina is hardly less memorable than old Virginia for its early atten¬ tion to higher collegiate education. From the scattered condition of its population, free schools were not so numerous in South Carolina as in States more compactly settled j nevertheless, much more was accom¬ plished in this direction than is ordinarily supposed. Some of the clas- HISTORY OF AMERICAN EDUCATION. 43 sical academies of South Carolina were of a very high order, notably Dr. Waddell’s school, which gave John C. Calhoun his preparation for the Junior class in Yale College. South Carolina College deservedly occu¬ pies an honored place in the educational history of the South. It was there, at Columbia, that some of the best Southern men, e. g., William C. Preston, George McDuffie, Hugh S. Legard, and James Louis Petigru, were trained for public and professional life. Here, too, flourished some of the ablest professors of their time. Here labored for many years the once famous Dr. Thomas Cooper, who was Jefferson’s first choice for the University of Virginia. Here taught that distinguished German- American, Dr. Francis Lieber, the pupil and friend of Niebuhr, and the first great transmitter of German historical and political science to a new world. Here Lieber wrote those remarkable works on Civil Liberty and Political Ethics upon which his fame as a scholar rests un¬ shaken. The distinguished theologian and Presbyterian divine, Dr. James H. Thornwell, was also connected with the institution for a number of years as professor and president ; as was also that great and distinguished prelate, Stephen Elliott, the first Protestant Episcopal bishop of Georgia. He declined the presidency, but was a member of the Faculty, into the details of the research, which occupied Mr. Meri¬ wether for many months, I can not enter in this connection. The fol¬ lowing official letter will furnish perhaps a convenient r6sum6. The active exertions of the various denominations establishing schools are sketched at some length : Department of the Interior, Bureau of Education, Washington , D. C., June 12, 1888. The Honorable The Secretary of the Interior, * Washington, D. G. Sir: The accompanying monograph, prepared by Mr. C. Meriwether, A. B., Johns Hopkins University, is designed to trace the history of higher education in South Carolina, his native State, and to give a sketch of the development of the free, or public school system. The earliest educational efforts are described, and instances are given illustrating the interest of South Carolina, when yet a colony, in providing the means for the intellectual improvement of her sons. Far from being backward in education, the colony was especially alive to the necessity of mental development. Not only were schools founded and maintained in the province by the government and through private and charitable aid, but many youths were sent to England for their education. The influence of such men on their return was so great and lasting that, even to the middle of the present century, schools in Charleston, modelled on the En¬ glish plan, were very popular. The birth of colleges was late and their growth slow; there was, therefore, chance for a good system of academies to develop. These were planted in all parts of the State, so that a good training school was within the reach of all. The number con¬ tinued to increase until the outbreak of the War. Sufficient time has not elapsed for the public high schools fully to resume their place. The training given in them was thorough and advanced. It was not unusual with some of them to prepare boys for admission to the Junior class of advanced colleges. The most famous academy was that presided over by Dr. Moses Waddell, the Thomas Arnold of South Carolina. Ne other man in that State has taught boys who afterwards left their impress so 44 EDUCATION REPORT, 1887-88. deeply on tlie political history of the country. William H. Crawford, John C. Cal¬ houn, and George McDuffie were trained by him. Although there is mention in the House Journal of 1723, of a proposal to establish a college, and a bill was introduced into the colonial Legislature in 17C9 for this pur¬ pose, yet no action was taken until the present century. An act was passed in 1785 establishing three colleges in the State, yet only one of them ever gave collegiate in¬ struction. In respect to collegiate education, the comparative advantages and at¬ tendance in that section are fully set forth in statistics, gathered chiefly from De Bow’s Review, one of the best scientific products of the South. The college attend¬ ance in the five upper Southern States was one student to three hundred and eighty- nine white inhabitants. The College of Charleston, while its foundation can be traced to the legislative act of 1785, has given collegiate instruction only since the first quarter of the present cen¬ tury. It is supported very largely by income from vested funds, the result of endow¬ ment by public-spirited citizens in and near Charleston. Over half the three hun¬ dred thousand dollars endowment was given by Mr. Baynard during the War, in 1864. The attendance has never been very large, but the training in mathematics and ancient languages has always been thorough. Every denomination of any strength in the State has founded a college. They can not be called strictly sectarian colleges, since no religious tests are required of any of the students. In the main they follow the average college course, but, owing to want of funds, they can not offer very many electives. It is gratifying to state that the funds and attendance of nearly all of them are gradually increasing. All of them, except Wofford College, at Spartanburg, are the result of the small gifts of church members. Wofford College is due to the beneficence of one man, Benjamin Wofford, a Methodist minister. At the time of his bequest, in 1850, it was probably the largest amount ever given by a Southern man for educational purposes. The War was most disastrous to all these institu¬ tions in sweeping away their endowments. The various denominations have estab¬ lished female schools of a fair grade. The first attempt made to establish a general system of free schools was in 1811. The act was passed after bitter opposition on the part of some of the up-country mem¬ bers, and provided free instruction for all children, but gave the preference to poor children. It did not contain a provision for a supervising officer of the whole sys¬ tem, like the present Superintendent of Education. These mistakes were an insu¬ perable bar to success; and although the annual appropriations were doubled in 1852, being made seventy-four thousand dollars, yet the universal testimony was that the schools were a failure. On the adoption of a new State Constitution in 1868, the present public school system was introduced. Its usefulness has been greatly in¬ creased by the efficient management since 1876. The attention paid by the State to the education of the colored citizens is well illustrated in Claflin University, supported largely by the State. It has seventeen teachers and six courses of instruction, and its students at the last session numbered nine hundred and forty-six. It is the largest and one of the best colored schools in the South. The most important phases of advanced instruction in South Carolina are those connected with the State institutions. The Military Academy at Charleston was de¬ signed to furnish trained soldiers for South Carolina. It receives an annual appro¬ priation of twenty thousand dollars for the support of sixty-eight beneficiaries. Its course is modelled after that of West Point. The College of South Carolina is the best of all the institutions in the Stato. It was opened for students in 1804, and has ever since exercised a strong influence on the politics of South Carolina, except during the reconstruction period. Every politician of any note in the State, except John C. Calhoun, has been for a time connected with the institution. Thomas Cooper, one of the presidents of the college, supplied the free traders with materials for their attacks upon the tariff. One of the greatest HISTORY OF AMERICAN EDUCATION. 45 political philosophers of America, Francis Liober, did his work and made his repu¬ tation during a sojourn of twenty years at Columbia, S. C. These two men were the greatest scholars connected with the institution, and their reputation has carried its name and fame far and wide. Owing to the generosity of the Legislature in appro¬ priating thirty-seven thousand dollars for the support of the college, the corps of instructors has been increased, departments have been addod, and the whole out¬ look is more promising than ever before. In the preparation of this paper, the library collections of the Bureau of Education in Washington have been extensively used. Special acknowledgments for assistance are due President McBryde and Prof. R. Means Davis, who supplied much manu¬ script material ; to G. E. Manigault, M. D., of the College of Charleston, and Prof. H. T. Cook and President Charles Manly, of Forman University; to John F. Calhoun, a great-nephew of John C. Calhoun, for aid in the history of the Willington Academy, under Moses Waddell ; to Hon. William A. Courtenay ; to Gen. Edward McCrady, Jr.; to Gen. Geo. D. Johnston; and to many others who kindly gave the author sugges¬ tions and information. Yaluable facts were also derived from a private memoir of Paul Hamilton, through whose able administration of finances it became possible for the State to found the University. I respectfully recommend the publication of this monograph, which is one of the series prepared by the Bureau of Education. Very respectfully yours, N. H. R. Dawson, Commissioner of Education. History of Education in Georgia. The fifth monograph in the series of Contributions to American Edu¬ cational History relates to the 11 History of Education in Georgia.” It was prepared by Mr. Charles Edgeworth Jones, son of Col. C. C. Jones, of Augusta, the historian of Georgia. The author, after graduating from the State University, spent several years at the Johns Hopkins University in the department of history and politics. After returning to his native State, while studying law and preparing for a professional career, he found leisure for an exhaust¬ ive study of the educational development of Georgia. Mr. Jones’s work is by far the most complete statement of the school and college opportunities offered to both races in that State. Like all the preceding monographs Mr. Jones’s contains pictorial illustrations of school and college buildings and a great variety of instructive facts and statistics concerning the progress of education from the earliest period. The work will be found of great practical service by the friends of South¬ ern education. The following prefatory letter best explains the exact scope of the monograph : Department of the Interior, Bureau of Education, Washington, D. C., October 10, 1888. The Honorable The Secretary of the Interior, Washington, D. C. Sir : Tho present monograph was prepared by Mr. Charles Edgeworth Jones, of Augusta, Ga., a son of the historian of that State, and a graduate of Johns Hopkins University. The work was undertaken by my direction under the supervision of Dr. Herbert B. Adams, editor of the present series of contributions to American Educa¬ tional History, and was authorized by your predecessor. 46 EDUCATION REPORT, 1887-88. Mr. Jones discusses tlie history of education in the State of Georgia. The inquiry has been carefully prosecuted, and all available sources of information appear to have been intelligently utilized. The paper opens with a sketch of the educational advantages afforded by the few schools which existed during the colonial epoch. The information and conduct of academies after the Revolutionary War are next considered. Among the more promi¬ nent were the academies of Sunbury, and of Richmond County, which exerted a marked influence at that early period, and constituted the most important factors in the education of the sons of the infant Commonwealth. The author then addresses himself to a review of the elementary education afforded in the rural schools, the teachers of which were supported by the tuition derived from the attending scholars. Carefully and with an exhaustive analysis of the laws and constitutional provisions bearing upon the subject, are the rise, development, and decadence of the “poor school system ” noted. Prior to the late Civil War steps had been taken to establish a system of common schools accessible to ail white children between the ages of six and eighteen. They were, however, interrupted by the War, and it was not until some five or six years after the cessation of hostilities that the present system of public schools was inau¬ gurated. With the opportunities presented by this system for the instruction of the youths of the State, this paper deals fully. Having discussed these preliminary topics, Mr. Jones turns his attention to the his¬ tory and present status of higher education in Georgia, as represented in the Uni¬ versity of the State and its branches, in various denominational colleges, and in special institutions designed to facilitate studies in law, medicine, theology, science, aud art. All charitable and literary institutions ministering to intellectual, social, and moral improvement receive due consideration. Upon a review of the whole subject, it will be seen that education in Georgia, both elementary and superior, i s practically free, and that within the borders of that State there is no present excuse for illiteracy. The publication of this contribution to American educational history is respectfully recommended. Very respectfully, your obedient servant, N. H. R. Dawson, Commissioner. History of Education in Florida . The sixth in the Southern group of State monographs is upon u Ed¬ ucation in Florida,” prepared by Prof. George Gary Bush, Ph. D., a graduate of Heidelberg University and a winter-resident in Florida for the past ten years. His competence for the work assigned him by the editor of the series is attested by his recent and valuable History of Harvard University, puolished by Guppies & Upham, of Boston, in the year 1886, the two hundred and fiftieth anniversary of the founding of Harvard College. Hr. Bush is also the author of various articles pub¬ lished in the magazine called “ Education,” for example, his papers on the Origin of the First “ German Universities,” March, May, and July, 18S4. His papers on “The First Common Schools of New England T appeared in the New Englander for March and May, 1885. A man with such a horizon of educational interest as is indicated by the previous study of these subjects was likely to do historical justice to the educational history of Florida. Hr. Bush has taken the greatest pains with his subject, in the investigation of which there were many HISTORY OF AMERICAN EDUCATION. 47 I obstacles and limitations. Very little pioneer work had been done in this field of Southern educational history. Materials for history were \ scanty. The difficulty of communicating with competent local authori- : ties was great. Visitation was far from easy. But a very creditable piece of work has been completed and delivered to the Bureau by Pro- I fessor Bush, although at one time his manuscript seemed lost past re¬ covery in the yellow fever district of Florida, whither it had been sent in the summer and autumn of 1888 for Critical revision by local authori¬ ties. The introductory letter sent to the Secretary of the Interior from this Bureau is appended : Department of the Interior, Bureau of Education, Washington, D. C.} November 8, 1888. The Honorable The Secretary of the Interior, Washington, D. C. Sir : I have the honor to forward herewith a monograph upon the History of Edu¬ cation in Florida, by Prof. George Gary Bush, Ph. D. (Heidelberg). This is one of the series of contributions to American Educational History, edited by Prof. Herbert B. Adams, Ph. D., of Johns Hopkins University, the preparation of which you approved by your letter of March 29. This monograph, though written to accompany the series of historical papers upon Higher Education in the United States, treats not alone of higher education in Flor¬ ida. Its purpose is to set forth, in addition, the growth and development of the school system of the State, and to emphasize particularly its rapid advance in all educa¬ tional matters during the past decade. Beginning with the earliest organized efforts to furnish instruction under the auspices of education societies, and the attempt to introduce the system of Fallen- berg, a review is given of the journals of the Legislature previous to the adoption of the Constitution of 1868, and such facts are presented as bear upon the subjects of education. The legal organization of the school system, as it existed previous to the Civil War, is thus shown, together with the history of the school lands donated to the State, and the funds by which the schools were in part or wholly sustained. The point is made that the early legislation, with reference to schools, though effected largely by men of wealth, was for the benefit principally of the children of the poor. Attention is called to the establishment, in 1852, of the first public school to be sus¬ tained by a tax levied upon individual property, and (though no uniform system had been secured) to the great improvement made during this decade in the condition of the schools. The War era passed, the elaborate system of common schools provided for in the State Constitution of 1868, and by legislative acts in 1869, is reviewed at length, and the substance of these provisions embodied in the monograph. The favor with which the system was apparently received, and the rapidity with which the State board and the county boards were organized and entered upon their duties are touched upon ; and then a history is given of the development of the system, of the opposition which it later encountered, of the lack of competent teachers, as also of school buildings and school funds, until an era of brighter promise is reached. From that period — less than a decade ago — the progress made in public school education has been most sat¬ isfactory, and it is shown that the aggregate results will bear favorable comparison with the educational statistics of any of the States. Statistics are given which place in contrast the earlier and later years, and exhibit the rapid increase in the number of schools, in pupils, and in funds. Mention'is made of the valuable aid rendered to th« State by annnal contributions from the Peabody Fund and other agencies organ¬ ized for like purposes. 48 EDUCATION REPORT, 1887-88. The duties of the State superintendent of instruction and of the board of education, of the county boards and county superintendent, of the local trustees, and the teachers employed in the common schools are defined, and the relations they sustain to one another indicated. The admirable work done by Northern societies, by the State, and by the agent of the Peabody Fund for the education of the Freedmen, from the* year in which the War closed until schools for colored children were placed upon an equal footing with the other schools of the State, is traced at some length, while the eagerness of the Freedmen to learn and the progress they have made are noted, and a history of some of the more important schools established for them is briefly given. Daring the past five years nothing else has done so much to elevate the standard of education in Florida as the efficient aid rendered by teachers’ institutes and normal schools. These instrumentalities, which owe their success in large measure to the earnest labors and wise supervision of the present superintendent of public instruc¬ tion, are described and their importance to the existing educational system acknowl¬ edged. Reference is next made to the academies established before the War, and to the present condition of the high schools which, with a single notable exception, do not compare favorably with schools of like name in the older States. With a statement of the public lands received from the National Government for the establishment of “two seminaries of learning” and an agricultural college and university, the paper takes up the history of secondary and higher education. This begins with an act of the Legislature in 1851, in which it is provided that “ two semi¬ naries of learning shall be established, one upon the east, the other upon the west side of the Suwanee River.” These seminaries were located the one at Ocala, later re¬ moved to Gainesville, the other at Tallahassee, and long remained the only public high schools in Florida. Historical sketches of these institutions are introduced, showing the work accomplished by them, their financial resources, the condition of the aca¬ demic buildings and grounds, their educational appliances, and the character and at¬ tainments of their boards of instruction. No public institution of Florida has passed through so many vicissitudes, or suf¬ fered so much for the lack of friends as the State Agricultural College. The endeavor has been made in this monograph to present with impartiality the facts of its his¬ tory, including the acts of various Legislatures writh reference to its location, estab¬ lishment, board of management, and finances; and evidence is adduced to show that it is now well worthy of the patronage of the State, possessing as it does an able and energetic Faculty, commodious buildings and grounds, collections in natural history, in mineralogy and geology, a well-equipped laboratory, an experimental station fur¬ nished with excellent appliances for the study of agriculture, and a manual training school which affords practice in working in wood and metal, and the best facilities for draughting and designing. A page is devoted to the Florida University, with its meteoric appearance and brief history, to which is appended a sketch of the literary and scientific career of its founder and chancellor, the Rev. John Host, LL. D. The remainder of the paper is devoted to a description of the colleges founded and sustained by various religious societies, to which are added a brief mention of the State Institute for the Blind and Deaf, and references to certain schools whose aim is to furnish a good secondary education. Of the denominational colleges, Rollins College, at Winter Park, and De Land University, at De Land, are placed in the first rank of the higher educational insti¬ tutions of the State, and their history, as herewith presented, shows that in the quality of their work, the devotion of friends and increasing resources, promise is given of a successful future. I beg leave to recommend the publication of this paper as a Circular of Informa¬ tion, and to subscribe myself, Very respectfully, your obedient servant, N. H. R. Dawson, Commissioner. HISTORY OF AMERICAN EDUCATION. 49 History of Education in the North-West — Indiana.. It should by no means be thought that educational inquiries have been confined to the Southern States. That field was first entered be¬ cause it was comparatively unexplored and promised quick and valuable returns, The first group of States arranged for under the general di¬ rection of the Bureau was the group extending along the Southern At¬ lantic seaboard from Virginia to Florida. The second group embraced the States now occupying the old 11 Territory north-west of the Biver Ohio; 19 namely, Ohio, Indiana, Illinois, Michigan, and Wisconsin. In anticipation of the historical interest likely to be awakened in the ob¬ servance of the centenary of the settlement of this second block of his¬ torical work in the year 1883, that result has been practically accom¬ plished, although for various reasons the publication has been delayed. George W. Knight, Ph. D., a graduate of the University of Michigan, and at present a professor in Ohio State University at Columbus, was selected as sub-editor for this north central group of States, and with some local co-operation has himself compiled the parts relating to the States of Ohio, Illinois, and Michigan.1 * * 4 The two remaining State mono¬ graphs in the old Korth-W est Territory were intrusted by the editor to academic representatives of those States. Indiana was taken by Prof. James A. Woodburn, of the State University at Bloomington, who has spent several years as a graduate student in Baltimore. The peculiar interest and importance of his investigation, now in the hands of the Government Printer, is indicated by the following official letter, trans¬ mitted to the Secretary of the Interior : Department of the Interior, Bureau of Education, Washington, D. C., February 27, 1889^ The Honorable The Secretary of the Interior, Washington, D. C. Sir : The monograph which I have the honor herewith to submit gives a sketch of the history of higher education in Indiana. It contains an outline of the free com¬ mon school system of the State, a brief notice of the State’s educational history in the development of its common schools, and a historical account of the origin, growth, and development, and the present condition of Indiana’s various institutions for higher education. It calls attention to the early land legislation of the Continental Con¬ gress, and to the important influence of that legislation upon the future States of the North-West; to the incidents and causes leading to the adoption of the Ordinance of 1787, and to the great importance of that Ordinance in the subsequent educational 1 On the 27th of December, 1888, with my approval, a general introduction to the History of Higher Education in the North-West was presented by Professor Knight to the American Historical Association on the occasion of its Fifth Annual Meeting, held i n the National Museum in this city. In the three days’ programme of the Association, that day was the one especially devoted to the history of the North-West. In advance of the educational experience of every important collegiate institution in the three States above mentioned, I have thought it expedient to present in an¬ other chapter of this Report the general introduction to the history of higher educa¬ tion in the North-West Territory. 4 ED 50 EDUCATION REPORT, 1887-88. development of these Commonwealths ; and the sketch shows that from the earliest 1 Territorial days until the present time the relation of the State to education, both elementary and higher, has been close and constant. At no time has the State acknowledged that any department of education, from the elementary schools to the .j university, was beyond its province. When Manasseh Cutler, Rufus Putnam, Samuel H. Parsons, and their co-adjutors of Revolutionary days were planning the foundation for a free State beyond the Alleghauies, they held it to be the duty of the Government to give encouragement and support to religion and common schools. The West gained its first Puritan colony on the basis of this idea. Congressional endowments for schools and colleges were a part of the agreement asserted in the grant and settlement of western lands. J Though the pressing financial straits of the old Confederacy may have been the de¬ cisive factor in securing the early lafid endowment, and though the policy of higher education by the State was not asserted by the Continental Congress, yet it is evi¬ dent that no doubt existed in the minds of the PuTitan colony who first settled the c Ohio Valley, as to the duty and province of the State in education. They began their first State on the basis of Government aid for higher learning. This was to be like I the first written line of their fundamental charter. The people have never departed I from that principle. Though the principle of American republicanism, asserted by the Continental Congress as a part of the earliest law of these Territories, namely, that special favors should be shown to no particular sects or modes of worship, and that no orderly and peaceable person should be molested, either on account of his re¬ ligious sentiments, or for the lack of them, yet it was none the less a part of that fundamental law that religion, morality, and knowledge are to be forever encour¬ aged. Religious people of various names, encouraged by the assurance of Government support in providing schools for their children, sought homes in the West. While they were yet pioneers upon the frontiers of civilization they began casting about them for ways and means to establish academies and colleges for the higher educa¬ tion. In the early years of Indiana history various religious denominations within her borders, with a spirit of zeal, courage, and self-sacrifice, founded institutions for the college training of young men. The Methodists established “Asbury,” which has developed into the DePauw University ; the Presbyterians founded “ Wabash” and “Hanover”; “ Earlham” became a seat of learning for the Friends; Franklin College for the Baptists ; and Butler University, founded under the name of the North-Western Christian University, became the literary care of the followers of Alexander Campbell. All these institutions from small beginnings have grown into prosperous condition. This sketch contains an account of their origin, their early conditions, and their development. The influence which they have exerted for good, in extending knowledge, and in training men and women for worthy citizenship, is beyond estimate. No one who appreciates the importance of education in a govern¬ ment by the people will fail to recognize the great services of these institutions to the State. The direct work of the State in higher learning is to be especially noticed. The most interesting phase in the history and development Of education in the West is to be seen in the attitude of the State. There never has been a time when the right of government to provide for education of some kind has been called in question by any considerable body of thinking people. Both the elementary and the higher education were provided for by many of the early colonies, especially by those of New England. And from the time of the first land grant for common school pur¬ poses by the Congress of 1785, State aid to education has been an acknowledged prin¬ ciple of the American people, even those of the most conservative individualism con¬ ceding in some measure the right and duty of the State to educate. As to the extent to which State aid may be carried, and in what provinces it may operate, there is to be noticed a very wide difference of opinion. The discussion on HISTORY OP AMERICAN EDUCATION. 51 that subject runs back at least to Plato. Between the state of the public mind on this theme a hundred years ago, and the prevailing opinion of to-day, a wide and significant difference is to be distinguished. In the public conception of the relation of the State to education there have been many changes and much growth. The evolu¬ tion of the State university, one of the most recent of educational phenomena, and also one of the most interesting, is the outcome of these changing opinions. It is the origin and history of State institutions for higher learning to which this sketch directs especial attention. For this study the States of the North-West offer a produc¬ tive and peculiar field. Those who are interested in studying the principle of State control of education will find in such a sketch as this some interesting illustrations and some useful experience. The educational history of Indiana will serve to show how dominant is the idea that all functions of education have come to be vested in the State. At the time these western Territories were settled, and the first of their States was admitted to the Union, it was a dominant idea in the public mind that primary edu¬ cation might well be promoted by the State, but that the higher education should be left to the control of religious denominations, or to private benevolence. It was gen¬ erally understood that most of the great universities of the world had been estab¬ lished by the church or by the king as the kind parental guardian of his people. It was forgotten that whatever church or prince had to give was derived for the most part from the people at large. Says President Charles Kendall Adams, of Cornell University: “Bologna, Paris, Oxford, Prague, Salamanca, and Cambridge were en¬ dowed in some cases by the church, in others by kings and princes, but in all cases with moneys which came directly or indirectly from the masses of the people. A peculiarity of the situation at the beginning of our national era was the fact that, while the State was inclined to keep its hold on the education of children, it appeared to be not unwilling to abandon its direction of the education of youth. In colonial and provincial days, the State, as we have seen, had all grades of education under its fostering care ; but now that the churches began to contend with one another for the occupancy of the field in higher education, the State showed an unmistakable tendency to leave the endowment of the higher grades of schools to the churches. The doctrine was often put forward, and soon came to be very generally held, that the moral and religions character of students in the higher schools of learning would be unsafe unless such schools were under the direct control of the religious denomi¬ nations — a doctrine built upon the singular postulate that children, so long as they are at an age that is peculiarly susceptible to religious impressions, may safely be left under the guidance of State schools, while at the moment they emerge from that age and enter upon a period less susceptible to such impressions, they must be under a more careful religious guidance than any which schools established by the State can afford.” This condition of the public mind at the time of the earliest organization of States in the North-West Territory led in large measure to decentralization of effort in the establishing and the fostering of colleges. A generation later, in the newer States, there was a tendency toward centralization in a single university. The result of the differing policies may be seen in the numerous colleges of Ohio on the one hand, and the development of the University of Michigan upon the other. Indiana illustrates the effects of these conflicting ideas. In the first part of the century her people were influenced largely by the early opinions. The tendency to-day is toward more vigor¬ ous State support and toward centralization of effort. A study of such an educational history can not fail to be profitable to the student of educational problems. President Adams points out the significant fact that there were two great statesmen of those early days who, above all, appreciated the paramount importance of the establishment by the State of institutions for higher learning; who looked forward to an education of the -people, for the people, and by the people. One of these statesmen was the founder of the University of Virginia, the other entertained the loftier idea of a National University at the National Capital. 52 EDUCATION REPOET, 1837-88. In tlie history of institutions for higher learning there are three phases to he easily distinguished. Iu the first place they may he established, endowed, and controlled by religious denominations. This has been the case with most of the great institu¬ tions of the past. The second phase is to be seen as the result of private benevolence. Clark, Cornell, Yassar, and Johns Hopkins are examples. In thp third phase we see the college and the university founded and maintained by the State. President Gil¬ man, of the Johns Hopkins University, in a recent lecture at that institution on “The Relation of the State to Education,” called attention to the pertinent fact that one tendency in higher education is very largely toward State maintenance and control ; and he asserted that the North-Western States offered the best field for the study of tho operation of this principle. More than twenty years ago, while then a professor in Yale College, in a discussion of the question, “ What sort of schools ought the State to keep,” President Gilman said : “ The State may say to private parties, you may maintain the schools and we will inspect them ; you shall have the responsibility, and we will be¬ stow encouragement and bounties. This would give us universal private schools. Or the State may say to the churches, you may do this work in your own religious way, and we will oversee and assist your efforts. This would give us universal parish schools. Neither of these plans stands any chance of adoption among us, at least in this gen¬ eration. Again, the State may say, we will maintain schools for the destitute and neglected only, and all who can afford to pay must look out for themselves. This would establish pauper-schools — like pauper homes iu the almshouses. Or, finally, the State may establish public schools adapted to the wants of all. The discussion is practically narrowed to a choice between these two conflicting theories.” The essay from which I have quoted related, chiefly, if not entirely, to the subject of common public schools for training in the elementary branches. But xhe same question pertained as well to schools of higher grades. Since then, we think the dis¬ cussion has closed and the question, 11 What sort of schools ought the State to keep,” is answered in the States of the North-West by the unquestioned establishment of public schools of all grades open to all the people. The history of this establishment includes the origin and development of the State university, the State normal school, and the State agricultural and mechanical institute. This sketch is a study along these lines of thought. It calls attention also to the development and value of the common school system. A writer in the English Westminster Review, for January, 1887, says: “The distin¬ guishing feature of public education in America is that it is free. Tuition in all public schools, whether elementary or high, is essentially gratuitous; in no other country has it been so clearly recognized that it is the duty of the State to provide free instruction for all the children of its people.” Emile de Laveleye, in speaking of the United States some years ago, said : “ It is not simply true that every one knows how to read, but every one does read for pur¬ poses of instruction, entertainment, participation in public affairs, direction of labor, gaining of money, or investigation of religious truth. The American Union, in con¬ sequence, uses up as much paper as France and England combined. Free to all, open to all, receiving upon its benches children of all classes, and all religious de¬ nominations, the public school obliterates social distinctions, deadens religious ani¬ mosities, roots out prejudices and antipathies, and inspires in all a love of their com¬ mon country, and a respect for free institutions. It is the American public school which enables their people to assimilate so great a number of foreigners every year into their nationality.” The writer of this monograph believes that in no Stat o g.S* s cx ® 'Z O Op-1 ^ tc ci © St w SffiaJd g'sSSI < 6 North Atlantic Division : Maine . New Hampshire . . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey b . Pennsylvania . South Atlantic Division : Mar. 31 642, 784 21.5 Mar. 31 368, 600 40.9 Mar. 31 333, 504 36.5 Mar. 31 2, 007, 356 249.7 Apr. 30 316, 542 291.7 Aug. 31 680, 535 140.5 Aug. — 5, 460, 536 114.7 Aug. 31 1, 309, 631 175.7 June 4 4, 911,394 109.2 102, 970 51,699 54, 531 295, 374 48, 047 106,125 899, 750 231, 547 926, 617 16.02 14.03 16.35 14.71 15. 18 15.59 16. 48 17. 68 18.87 Delaware c . Maryland . District of Columbia. Virginia . West Virginia . . North Carolina . South Carolina . Georgia d . Florida . South Central Division: Kentucky b . Tennessee 6 . Alabama . Mississippi b . . Louisiana d . Texas . . Arkansas . North Central Division : June 30 June 30 July 31 June 30 Nov. 30 Aug. 31 Dec. 31 Sept. 30 June 30 June 30 Sept. 30 Sept. 30 Dec. 31 Aug. 31 July 31 158, 768 1,041,392 213,143 1, 724, 058 733, 443 1, 730, 460 1,124, 123 1, 726, 029 871,546 81.0 105.6 3,552.4 43.0 29.8 35.6 37.3 29.3 6.9 1. 866. 241 1, 811,709 1,579, 912 1, 259, 783 1. 162. 242 2, 234, 157 1, 214, 961 46.6 43.4 30.7 27.2 25.6 8.5 22.9 28. 966 198, 880 36. 967 370, 936 162, 275 373. 229 250, 131 383, 196 82, 449 404. 229 403, 157 351, S34 288, 106 251, S18 491, 895 275,520 18.24 19. 10 17.34 21.52 22. 12 21.57 22.25 22.20 22. 19 21.66 22.25 22. 27 22.87 21.67 22.02 22. 68 Ohio . . . Indiana . Illinois . Michigan 6 . Wisconsin . . Minnesota . Iowa . c Missouri b . Dakota . Nebraska . Kansas . Western Division : Montana b . Wyoming b . . Colorado . New Mexico/..... Arizona . Utah . Nevada . Idaho . Washington b . Oregon . California . Aug. 31 Aug. 31 June 30 Sept. — June 30 July 30 Sept. — June 30 June 30 July — May 31 Oct. — June 30 June 30 June 30 Aug. 31 Sept. — Mar. 7 June 30 3, 370, 758 2, 115, 471 3, 338, 548 1, 966, 374 1, 656, 706 1,271,204 1, 808, 616 2, 490, 597 549, 049 911,009 1,454, 829 111, 844 e 85, 000 293, 361 119, 565 87, 893 184,345 57. 775 99, 138 169, 235 255, 686 1; 090, 778 82.7 643,152 58.9 426, 608 656, 442 59.6 34.2 348, 693 30.4 323, 793 16.0 231,024 32.6 354, 748 36.2 524, 457 3.7 89, 838 12.0 180, 322 17.8 293, 349 .8 12,^53 .9 10,025 2.8 36, 305 1.0 23, 352 .8 11,008 2.2 39,678 .5 6,898 1.2 14, 897 2.5 30, 034 2.7 47, 039 7.0 172, 912 19.08 20. 17 19. 66 17.73 19.54 18.17 19. 61 21.05 16.86 19.79 20.16 11.40 11.79 12. 38 19. 53 12.52 21.52 11.94 15.03 17.75 18. 40 15.85 Alaska. SUMMARY. June 30 gr40, 000 .1 8,000 20.00 North Atlantic Division. South Atlantic Division. South Central Division... North Central Division.. Western Division . United States h . 16,030, 882 8, 822, 962 11,129,005 20, 933, 161 2, 554, 620 98.9 32.8 20.6 27.8 2.2 2, 716, 660 1,887,029 2, 466, 559 4, 072, 426 404, 901 16.95 21.39 22.16 19.45 15.85 59, 470, 630 20.5 11, 547, 575 19. 42 a Where the return is for 1887-88 the popula¬ tion is given for 1887 ; if the return is for 1886-87 the population is given for 1886 — in each case at or near the beginning of the school year reported. b These statistics are for 1886-87. c These statistics are for 1885-86. d These statistics are for 1887. e Governor’s estimate. /These statistics are for 1SS0. g General agent’s estimate. h Excluding Alaska. STATE COMMON SCHOOL STATISTICS. 63 . SCHOOL AGE AND SCHOOL CENSUS. There has been no change in the school age of any of the States or Territories dur¬ ing the year for which the returns are tabulated. Thirty-seven States and Territories show an average increase of 2.20 per cent, in the school population. This is probably less than it should be. Ohio, Indiana, and Oregon all report a decrease of school population, when there is every reason to suppose that in such rapidly growing States there has actually been an increase. State Superintend¬ ent McElroy, of Oregon, attributes the apparent decrease in that State to the effect of a new law, under which duplicate enumerations are avoided, and therefore a more cor¬ rect census is taken. Table 2. — Legal School Ages for various purposes, and School Censuses , mainly for 1887-88, compared with those for the preceding year. - - - — State or Territory. School Age. School Census. o Z < o a o A < >> X 5 Jj o O i S i ‘S X jx ~~ ! 5^ s 1 $ ! bC {| ! i1 t. s 1 2 & g H §3 g® 2 © 2 ? O p ©<-1 ip ©aSjS ; a X 1 *-o §£ o h O i * 3 4 5 6 7 8 North Atlantic Division : | Per cent. Maine . 4-21 6-16 4-21 4-21 211, 9S0 1 D . 594 D. . 23 New Hampshire . 5-21 8-14 5-21 5-21 (o) Vermont . 5-20 8-14 5-20 i . (5) Massachusetts . No limit. 8-14 5-15 | 5-15 359,504 I . 6, 452 I... . 1.83 Rhode Island . t 5 upward. 7-15 C5-15 co-15 | 64,395 1 1 . 1,196 I . . 1. 89 Connecticut . 4-16 dS- 16 4-16 4-16 | 154.932 1 1 . 1,672 I.. . 1.09 New Tork . 5-21 8-14 5-21 1 1, 772, 95S ; 1 . 9, 843 I.. New Jersey e . 5-18 7-12 5-18 5-18 ! 374,011 1 . 9, 846 I... . 2.70 Pennsvlvania . 6-21 0 &) South Atlantic Division : Delaware f. . 6-21 0 6-21 6-21 1 43,538 j Maryland . . 6-21 0 5-20 5-20 (b) District of Columbia C6-17 0 c6-17 | 51,500 1 I... pi. 183 I„ ...,7i2.85 Virginia . 5-21 o 5-21 5-21 4610, 271 I.. 011,305 I .... 7il.S9 West Virginia . 6-21 0 6-21 6-21 256, 350 i I . 7. 172 | I... . 2. S8 North Carolina . 6-21 o 6-21 6-21 j 580,819 1 1 . 14,549 T _ 2. 57 South Carolina . 6-18 o (b) Georgia j . 6-18 o 6-13 1 6-18 , 560,281 I... p8, 943 ; T ... .... h 1 62 Florida . i 6-21 o 6-21 6-21 i («) South Central Division : ! Kentucky e . 6-20 0 6-20 6-20 ! 641,638 | 1 . 17,391 I.. . 2.79 Tennessee e . i 6-21 0 6-21 6-21 640,014 1 . 16.564 I.. . 2. 66 Alabama e . i 7-21 o 7-21 7-21 1 485, 551 I ....32.614 I... . 7. 20 Mississippi e . ! 5-21 o 5-21 5-21 471*352 T . 21.352 T _ 4 74 Louisiana . ] 6-18 0 6-18 6-18 1 335,603 | Texas . i 8-16 o 8-16 8-16 528,110 i I. ....20,232 I.. . 3. 98 Arkansas . 6-21 o 6-21 6-21 383,165 1 . 13, 398 I.. . 3. 58 North Central Division : Ohio . ! 6-21 8-14 6-21 6-21 1,097,345 j D . 5,376 D. . . .49 Indiana . . 6-21 o 6-21 6-21 i 756, 989 i D . 3, 540 D. . 46 Illinois . 6-21 8-14 0-21 6-21 1 1,118.472 j 1 . 22, 008 I.. . 2. 01 Michigan e . 5 upward. 8-14 5-20 5-20 619; 979 j 1 . 16.212 T . 2. 69 Wisconsin . 1 4-20 7-15 4-20 4-20 | 567.702 : 1 . 12.87S I.. . 2. 32 Minnesota . * 5-21 8-16 5-21 5-21 f?416. 550 | 1 . 18, S70 I.. 4 74 Iowa . 5-21 0 5-21 5-21 639, 248 1 . 1.941 I.. . 30 Missouri e. . 6-20 0 6-20 6-20 ' 838.812 ! 1 . 15, 340 I.. . 1. 86 Dakota . 7-20 10-14 7-20 7-20 ! 116.129 : 1 . 7,889 I.. . 7. 29 Nebraska . * 5-21 8-14 5-21 5-21 | 298.006 j 1 . 18.024 I.. . 6.44 Kansas . 1 5-21 8-14 5-21 5-21 532,010 1 . 5,276 I.. . 1.00 a Enumeration imperfect. 6 No school census, c Inclusive. d Certain exceptions are made in the ease of children employed to labor, e These statistics are for 1886-87. /These statistics are for 18S5-86. g Estimated. h Average annual rate of increase since the next previous census, iln 1SS5. j These statistics are for 1888. k These statistics are for 1887. 64 EDUCATION EEPOET, 1837-83. Table 2. — Legal School Ages for various purposes, and School Censuses, mainly far 1887-88, compared with those for the preceding year — Continued. State or Territory. School Age. School Census. For Free Attendance. For Compulsory At¬ tendance. For Distribution of Funds. Between What Ages Enumerated. Number Enumerated. Increase or Decrease Since Pr eeed i n g Year. Increase or Decrease, Per Cent. 1 2 3 4 3 O 7 8 Western Division: Montanan . 4- 21 7-2 L 6-21 5- 20 6- 18 6-18 6-18 5-21 5- 21 4-20 6- 21 No limit. 8-14 7- 16 0 5- 20 0 0 8- 14 8-14 8-16 0 6- 14 6-14 4-21 4-21 23,165 (b) 76. 445 (6) 10,303 53, 953 9,748 20, 130 47, 431 86, 574 270,50-0 (d) 1 . 2, 972 Per cent. I . 14. 72 Wyoming . Colorado . 6-21 5- 20 6- 18 6-21 5- 20 6- 18 6-18 6-18 5- 21 6- 21 4- 20 5- 17 1 . 11,347 1 . 17. 43 Nftw Mexico . Arizona . Utah . 1 . 860 1 . 1. 02 Nevada . 6-18 5-21 D . 80 D . 81 Tdaho . 1 . 1,575 1 . 8.49 Washington n . Oregon . 4- 20 5- 17 D . 643 D . 74 California . I...C16, 585 I . c6. 53 Alaska . SUMMARY. North Atlantic. Division ... I . e .98 South Atlantic Division I . e2.14 South Central Division . I . e4. 01 North Central Division . 1 . 1.59 Western Division . 1 . 1 T . *6. .82 United States . I . e2.20 a These statistics are for 1886-87. b No school census. c Excluding the county of San Francisco. d It is estimated that there are 12,000 persons under twenty-one years of age. « eOnly those States for which the increase or decrease is tabulated enter into this summary. ENROLMENT. The total number of pupils enrolled is reported at 11,952,204, and the annual increase 234,776, showing a growth of two per cent, per annum. Here, also, as in the case of school population, there are probably some deficient re¬ ports; Indiana and Iowa both show a heavy decrease, 6.92 per cent, in the former case and 2.27 in the latter. On the other hand, in some States, as in Minnesota and Nebraska, there appears to be an abnormal increase. Still, after taking all these circumstances into consideration, there seems no reason to doubt that the relative increase of school population and enrolment for the United States (2.20 and 2 per cent, respectively) is substantially as given in the tables, i. e., that the school enrolment is not increasing as fast as the school population ; this is apparent again from the footing of Column 5, where it is seen that 20.10 per cent, of the total population are enrolled in the public schools, as against 20.38 per cent, given in the Eeport of this Office for 1886-87. It will be instructive to compare these conclusions with the results deduced from the tables given on pp. 90-92 of the Eeport just referred to. It was there shown that dur¬ ing the ten-year period ending with 1887 there had been a decrease in the population of children enrolled in the public schools in all except the South Atlantic and South Central Divisions. It would seem now that the growth of the public school system in the South¬ ern States has nearly attained its maximum, after having reached a pointinits development considerably below that occupied by the Northern States, as will appear from the sum¬ maries of Column 6 of the following table. The statistics of one year, however, can- STATE COMMON SCHOOL STATISTICS. 65 not bo relied upon to furnish a fiual determination upon this point, but need further confirmation. It is certain, however, that the public schools of the South are not grow¬ ing at the rate they were during the ten years referred to. It would be desirable to know if the falling-off in the public school enrolment were compensated by the increase in private school enrolment. On this point private school statistics are too meagre to furnish definite information. In fourteen States and Territories the average increase of the private school enrol¬ ment was 6.98 per cent. (Table 8, Column 6), a quantity much larger than the public school increase in the same States. The most complete and trustworthy data upon this head, however, are furnished by a group of States comprising Massachusetts, Rhode Island, Connecticut, New York, and New Jersey. In these five States the school population increased 1.08 per cent, during the last year reported, while the public school enrolment increased only 0.28 per cent., the actual increase being 4,938. But in the same States there was an increase in the private school enrolment of 12,956. If these were added to the increase of public school pupils, there would result a total increase of pupils attending some kind of school of 17,894, or 1 per cent., which is nearly equal to the increase of school population. It may be said, therefore, that in these five States the proportional number of children at¬ tending some school, public or private, has not perceptibly decreased. The conclusion presents itself, theu, that in these States, and presumably elsewhere, there is going on a transfer of pupils from the public to private schools. This circum¬ stance is of the greatest significance and demands careful consideration. The public schools are supplied Avith better teachers and better material appliances for education than ever before, and more money is expended upon them. The cause of their retro¬ grade movement in the older States of the North, if such exists, is to be sought for in connection with conditions arising from the growing complexity of our ch’ilization and the development of ever greater extremes of Avealth and poverty, but chiefly, perhaps, from the increasing prevalence of a belief in the necessity of certain forms and subjects of instruction that the public schools do not or can not give. Table 3. — Enrolment in Common Schools, mainly for 1887-88, compared with same for the preceding year , with the total population, and with the population 6 to 14. State or Territory. Total Enrolment ex¬ cluding Duplicates. Increase or Decrease since Preceding Year. Increase or Decrease Per Cent. Average Number Pin- rolled to Each 100 of Total Population. Averago Number En¬ rolled to Each ICO of Population 6 to 14. 1 2 3 4 5 6 North Atlantic Division : Per cent. Maine . 144,180 D . 1,350 D . 93 22. 43 140. 02 New Hampshire . 61 826 I... .1 056 I 1 74 5 16.77 119. 59 Vermont . Mfts^Pfcdiuss tts 68,4-53 358 000 D....2, 949 I 4 639 D...4.13 I 1 31 20.53 17. 83 125.53 121. 20 Rhode Island . 52,’ 722 I . 3^ 215 I . 6. 49 16. 66 109. 73 Connecticut . . 126, 055 1 . 261 I 21 IS. 52 118. 78 New York . 1, 033. 269 D 4. 543 D... .44 18.92 114. 84 New .Tersev a . 224, 107 1 . 1,366 I 61 17. 11 96. 79 Pen nsvl vail ia . 941,625 i. ...is, 001 I 1 40 19.17 101. 62 South Atlantic Division : Delaware b . 33,802 ' . ! 21.29 116.70 Maryland . 176,587 i 1 . 1,318 1 . 1 . 75 16.96 88. 79 District of Columbia..... . 34,850 i 1 . 1,432 1 . 4.29 16.35 94.27 Virginia . 330,280 ! 1 . 5,096 1 1 . 1.57 19. 16 89.04 West Virginia . .... 1S9, 251 i 1 . 9,942 ! I 5. 54 25.80 116. 62 North Carolina . 337,382 i 1....12.1C3 I ...3.72 19.50 90.40 South Carolina . 193,434 J 1... .18, 417 | I. ..10. 52 17.21 77.33 Georgia c . '342,294 1 . 22,570 1 I... 7 06 19.83 89.33 Florida a . 82,453 i . | 23.25 104. 79 South Central Division: . Kentucky a . d319, 022 ' I. ...16, 186 | 1 . 5.34 19.63 78.93 Tennessee a . e408, 945 I ,../7, 484 ! I.../1.86 22.57 101.44 Alabama . 267,288 J 1 1 . 7,856 J 1 . 3.03 16.92 75.97 a These statistics are for 1886-87. d Highest number enrolled. 6 These statistics are for 1885-86. e Ten counties estimated, c These statistics are for 1887. /Estimated. 5 EH 66 EDUCATION REPORT, 1887-88. Table 3. — Enrolment in Common Schools , mainly for 1887-88, etc* — Continued. State or Territory. South Central Division— Continued. Mississippi a . . Louisiana 6 . . . Texas . . . Arkansas . North Central Division: Oliio . Indiana . . . Illinois . . . Michigan a . . . Wisconsin . Minnesota . . . . Iowa . Missouri a . . . Dakota . . , . Nebraska . . . ... Kansas . Western Division: Montana ad . . . Wyoming a . Colorado . . . New Mexico e . ...... Arizona . Utah . . . Nevada . Idaho . . . . Washington a . Oregon . California . Alaska . . SUMMARY. North Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . United States i . 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. 2 S 4 5 0 j Per cent. 270, 744 21.49 93.97 113,828 1 . 743 1 . 67 9.02 44.41 c364, 744 16.33 74.15 202, 754 I...cil4, 354 I-.d7.62 16.69 73.59 772, 032 1 . 5,002 1 . 65 22.90 120.04 514, 463 D....38, 249 D...6.92 24.32 120.59 751, 349 1 . 1,355 1 . 18 22.50 114.45 421, 308 1 . 4, 658' 1 . 1.12 21.42 120. 81 332, 721 20. OS 102. 75 287, 382 1 . 33, 522 I ...13. 21 22.61 124. 39 477,184 D....11, 101 D...2.27 26. 3S 134.52 585, 353 1 . 16,401 1 . 2.88 23.50 111. 61 93, 826 1 . 4, 076 1 . 4.54 17. 09 104.44 215, 889 1 . 21, 619 I. ..11.13 23.70 119.72 403, 351 1 . 11,797 1 . 3.01 27.73 137. 50 13, 100 11.70 102. 72 5, 622 1 . 634 I. ..12. 71 6.61 56.08 50,745 1 . 7, 635 I. 17.71 17. 30 139.77 4, 755 3. 98 20. 36 6, 617 1 . 683 i...ii.5i 7.53 60.11 32, 988 1 . 432 1 . 1.33 17. 89 83.14 7,511 D . 133 D...1.74 13.00 108. 88 10,433 1 . 560 1 . 5. 67 10. 52 70.04 29, 992 17.72 99.86 52, 638 D . 387 D... .73 20.59 111.91 207, 050 1 . 10, 143 1 . 5.15 18.98 119.74 /l, 435 3.59 17.94 3,010,237 1 . 14, 696 I....: .49 18.78 110. 81 1,720,333 I.. .076, 030 I...M.62 19. 50 91.17 1, 945, 325 I... p69, 200 I...7i3. 69 17.48 78.87 4, 854, 858 I. ..052, 760 I.. .Til. 10 23. 19 119. 21 421,451 I...022, 090 I...7i5. 53 16.50 104. 09 11,952,204 I..0234, 776 I. ..02. 00 20.10 103. 50 a These statistics are for 1886-87. b These statistics are for 18S7. c Eight cities and five counties not reporting. d Estimated. e These statistics are for 1880. /Including two Government contract schools. g An estimate embracing all the States of the group to which it belongs. li This summary embraces only the States tab¬ ulated above in the same column. i Excluding Alaska. AVERAGE DAILY ATTENDANCE. The latest returns of the average daily attendance of pupils throughout the United States in public schools aggregate 7,852,607, with an increase over the preceding year of 200,860, as nearly as can be ascertained, or 2.62 per cent. The increase has been esti¬ mated for eleven States and Territories, but the total probably does not exceed what it should be, unless the tabulated increase for West Virginia, Florida, or Colorado is too large. The large increase in South Carolina arises from the reopening of certain schools which were closed the preceding year. Eight States show a decrease, which is probably incorrect in some. The fact that the increase of average daily attendance (2.62 per cent.) is greater than the increase of enrolment (two per cent. ) can only be explained on the supposition that the children who do go to school attend more regularly than formerly: and, moreover, so great is this increase in regularity of attendance that it has been sufficient to neutral- STATE COMMON SCHOOL STATISTICS. 67 ize, or mask, the falling off in the percentage of the school population enrolled, noted in connection with the preceding table; so that while fewer different children go to the public schools, the schools are actually more largely attended than before. This same increasing regularity of attendance was shown in the last Report of this Of¬ fice (1686-87. p. 61) to have been going on since 1876. The present figures confirm the existence of this movement, and tend to establish its continued operation. The number of pupils attending on an average for every one hundred enrolled increased from 60.31 in 1876-77 to 64.13 in 1886-87, and is now (Column 7 of the following table) 65.70. Column 8 of Table 4 gives the average number of pupils to a teacher, and is based on the number of teachers necessary to supply the schools. Nineteen States report this latter quantity, and in those States the average number of pupils to a teacher is 24.32. The fewest teachers are found in the District of Columbia, while they are most abundant in Dakota, the general rule being that there are the most teachers in the least thickly settled communities. Table 4. — Average Daily Attendance in Common Schools, mainly for 1887-88; compared with the same for the preceding year , with the total population, with the population 6 to 14, with the enrolment, and with the teaching force. Number of Pupils in Av¬ erage Daily Attend¬ ance to Each ICO of— State or Territory. < "3 © bfl © > < © © bfi £.s u © °J ■ i z O ^ 3 cO i p c o H o ® £ ! z Q M o O |© B v © « a 3 s > a 1 A - 2 3 4 5 6 7 8 North Atlantic Division : Fer cent. Maine . 102,960 D. ....1,556 ! D...1.49 16.02 99.99 71.41 19.19 New Hampshire . 44, 878 I.. ....1,739 1 . 4.03 < 12.18 86.81 ! 72. 59 1 Vermont . . 46,061 1 I„ . 356 1 . 78 : 13.81 ! 84. 47 1 1 67. 29 1 18. 08 Massachusetts . 264,723 | I.. ....2,564 i 1 . 98 j 13.19 ] 89. 62 ! I 73.95 1 30.93 Tthode Tsland . 33,583 I I„ . 951 1 . 2.91 10.61 ! 69.90 1 63.70 1 30.42 Onrnftnli rut . 81,098 ] I.. ....2, 11 7r 1 . 2.G8 ’ 11.92 1 76. 42 ] 1 64.34! 26.03 New York . 630, o9o I.. 1 . 80 I 11.55 70.09 '61.03 i 27.35 \(>w .Tprspv n . 131,867 ! D ....2,613 D...1.94 i 10.07 i i 56. 95 58.84 Ppti n<;yl vania . 674,179 I„ ... 4,447 1 . 66 i 13.73 | 72.76 | 71.60 South Atlantic Division : ! Delaware b . c21, 859 ! . ,i el3. 77 i c75. 47 I c64. 67 Maryland . . 94,976 i I D. ....1,434 j D...1.49 i 9.12 47.76 j 53. 78 . *27.14 District of Columbia . 26,512 j j I.. 1 . 2.50 | i 12.44 71. 72 ! 76. 08 40.54 Viro-inift . 189,416 | I . ... 4,896 i I.... 2. 65 ! 10.99 51. 06 j 57. 35 Y> est Virginia . 122,020 | ! I„ ...14. 127 I. ..13. 09 16.64 75. 19 64.47 , North Carolina . 208,657 i I. ...12.538 I.... 6.39 12.00 55.90 I 61 . 84 South Carolina . 139,557 J ; i... ...14. 033 j I. ..11. 18 12.42 1 55. 79 i 72.15 fieore-ia d . 226,290 D . 117 D ... .05 13.11 59. 05 66.11 Florida a . 51,059 ; I.. ....6, 246 I .*13. 94 14. 40 ! 64.89 61. 92 I 22. C3 South Central Division : Kentuekv a . . 208,476 j 12.83 51.58 65. 35 Tpniipsspp. (7_ . e290, 883 D . ,/8 08 D .. .28 16.06 71. 13 Alabama . 170, .896 T.. ...8.380 1 . 5.16 10 82 i 48. 57 63. 84 Mississippi a 163, S64 13.01 ] 56.88 60.52 Louisiana d .... 89,107 i 1 T 1 595 I... 1.94 6.89 ; 31. SL 71. 63 Texas . 285,922 * 12.84 i 58.33 78.67 ’ i ;;;;;; ;;;;;;;;; Arkansas f . 132,800 i I" ....9,400 1 . 7.62 lo! S3 ! 48.20 | 65. 59 North Central Division: Ohio . 529,719 ' I... 10.609 1 . 2. 64 15. 72 S2.36 68. 61 Indiana . . . . 408 775 j I 29 tM7 1 . 7.91 19.32 j 95.82 79. 46 Jilin ols . . . 518 043 ! T 11 ’ Sifi I ° 34 15. 52 78. 91 i G8. eg Michigan*® f . . 26ol0C0 is! 53 | 76. 23 63. 14 26.08 Wisconsin/ . 210,000 . 12.68 64. 85 03.12 £5.94 Minnesota . 126, 468 i.. ..1.635 1 . 1.31 9.95 54. 74 44. 01 18. 13 Iowa . 231,070 D. D ...1.14 16.09 82.05 61. CO 18.82 378, 572 T 4 I 1.14 15.20 | 72. 1 8 ' 64. 67 ; 32. 21 Dakota . 53” 211 9.69 I 5r< c3 j 56. 71 32.02 Nebraska . 129,623 I . ..f 7, 623 I.../6.25 14.23 i 71. SS : 60.04 18.73 Kansas . . 245,881 I.. ..14,497 I..:..6.27 16.90 83.82 60.96 23.34 Western Division : Montana af. . 8,200 7.33 64. 30 62. 59 Wyoming af. . ! 3,756 I.. . 450 I. ..13. 64 4.41 37.40 66.70 . a These statistics are for 1886-87. b These statistics are for'lSS5-S6. e Approximately. d These statistics are for 1SS7. e Sixteen counties estimated. /Estimated. 68 EDUCATION REPORT, 1887 88. Table 4. — Average Daily Attendance in Common Schools, mainly for 1887-88, dc. — Cont’cL State or Territory. c U 2^ ft s Number of Pupils in Av¬ erage Daily Attend¬ ance to Each 100 of— Total Population. s to o o Enrolment. 5 6 ! 7 g 2 'z ® z v £ j! Western Division — Cont’d. Colorado . .... New Mexico a . Arizona . . . Utah . Nevada . Idaho b . Washington c . Oregon . California . . Alaska . 31,516 3, 150 3,819 19, 689 5, 149 6, 4C0 21,604 35,473 132, 227 533 .4, 273 l Per cent. I I. ..15. 68 SUMMARY. North Atlantic Division . I 2,009, 944 South Atlantic Division . i 1, 080, 346 South Central Division . ' 1, 333, 948 North Central Division . I 3, 157, 362 Western Division . 271,007 .577 I I.. ..3.02 ..750 I D ..12. 71 .350 1 . 5.80 ..5. 17 2 07 10.74 86.81 62.11 23.95 2.63 13.49 1 66.25 4.38 34.96 i 58.17 ; 10.68 49.62 59.69 8. 91 74. 65 68. 55 22.68 6. 46 42.96 61.30 12.76 71.93 ; 72. 03 13.87 75. 4 L 67.39 . 12.12 76.47 03. 86 1.33 6.66 37. 14 United States g. , 852, 607 1 . 12,990 1.. .e52, 000 1.. .e36, 500 1.. .e 92, 560 j I....e6, 810 1 . 65 1.. ./5.06 1.. ./2. 81 1.. ./3. 02 1.. ./2.58 12.54 12.25 11.99 15.08 10.61 73.99 57.25 54. OS 77.53 , 66.93 66.77 | G2.80 | 68.57 65.03 i 64.30 | e£26. 50 /25.70 022. 87 /26. 28 I.e 200, 860 I...e2. 62 13.20 68.00 65.70 /24. 32 a These statistics are for 18S0. 6 Estimated. c These statistics are for 1886-87. d Sixteen counties estimated, e An estimate embracing all the States of the group to which it belongs. / Only the States tabulated above are repre¬ sented in this summary. g Excluding Alaska. TOTAL ATTENDANCE; DURATION OF SCHOOLS. The aggregate number of days attended by all pupils appears in Column 2 of the fol¬ lowing table. This is a fundamental quantity, which should be obtained directly from teachers’ re¬ ports by a continued process of summing up, and not by operating upon any other quanti¬ ties. It forms the basis of the most important statistical inquiries relating to attendance. Reports apparently trustworthy and complete of the aggregate attendance in days haye been received from twelve States. From these it has been computed that the aggregate schooling given in those States was sufficient to have given every child six to fourteen years of age 103.5 days. Of course the introduction of reports from other States would change this average. The average number of days’ attendance of each pupil enrolled was 93.7 days, in the same States. The average number of days the public schools were kept, so far as reported, was 129 days (Column 5). In this computation those States were omitted in which the average duration of all the schools was not reported or could not be computed. Each Slate, as in all averages of this character, was given a weight proportionate to its number of schools. The result embraces thirty-eight States and Territories. The increase or decrease in the length of time the public schools were kept (Column 5) has been ascertainable in thirty-two States and Territories. Some States have length¬ ened their school term, others shortened it, in some cases to a considerable extent. The general resultant of all these movements, however, has been an advance of seven-tenths of a day for all the States entering into the inquiry. It is known that the methods used in computing the average length of the school term are not uniform, and that in some of the States erroneous results are obtained. For these reasons the statistics relating to the length of the public school term are not en¬ titled to the credit that appears to attach to them. It can only be said that we have reached a more or less close approximation of the number of days the public schools were kept, and that there has probably been no material change during the past year. STATE COMMON SCHOOL STATISTICS. GO Table 5. — Total Attendance in Days upon Common Schools, mainly for 1887-86, compared xoith the population (i to 14, and with the enrolment ; Average length of public school year in days, mtinly for 1867-88, compared with same for preceding year. State or Territory. et © oo >, 8W tt‘~ O < The Total Attendance is Equivalent to an Attendance of Each Person 6 to 14 for — Average Number of Days’ Attendance of Each Pupil Enrolled. 0.8*; gPi © 3 © ? X a* O >.o >Oqq < D 1 n Z u O o EQ p 1 2 3 4 5 « North Atlantic Division : Days. Days. Days. | Days. 112 Days. 0 oll2 6,310,409 1 44,738, 1ST 1 6,527,440 115.7 1 92.2 137 D . 2 151.5 1 125.0 169 0 135.9 m!s | 191 1 . 1 179.08 ! D . 1.1 115.317,080 | 128.1 111.6 180 1 . 1 190 D . 2 149. 6 ! D . 5.4 South Atlantic Division : Maryland . . ; 190 | 0 District of Columbia . 4, 856, 650 j 22,542, S84 13 L. 4 139.4 I 183 0 60.8 68.3 1 . 1 119 D . 1 102 D . 5 North Carolina . . | 63.4 I ...3.4 South Carolina . . 1 72 0 Georgia . 665 Florida . 139. 3 1 . 7.3 South Central Division: Kentucky a . . . 1 95 Tennessee a . . 77 D . 3 Alabama . 79. 5 Mississippi a . 13, 848, 576 48.1 j 51.1 84 Louisiana c . S9.4 | D... .2 Texas . 116. 2 1 . 14. 6 Arkansas . . North Central Division : Ohio a . 150 D...11 Indiana . 1 . 133 1 . 2 Illinois . j 79, 416.04S 121.0 105.7 I 153.3 Michigan a . 153 1 . 9 Wisconsin. . | so, :rrs, ocu 15,429,096 93.8 66. S 91.3 Minnesota . 53.7 122 1 . 4 Iowa . 154 1 . 6 Missouri d . Dakota . . I 44,412,944 j 84.7 75.9 1(6 106 i 1 . 3 1 D . 3 Nebraska . 137 1 . 7 Kansas . l . 124 1 . 10 Western Division : Montana a . ! . 1 l 115 1 . 1 Wvoming . Colorado . i . New Mexico . . . Arizona . ! . 135 1 . 15 Utah . I 125.25 ; D . 6.75 Nevada . . 187 Idaho . ! . Washington . Oregon . 109 ; 1 . 9.8 California . ! 20, 09S, 501 I 116.3 97.1 152 D . 3.2 Alaska . srmiAET. North Atlantic Division e . South Atlantic Division e . 133.2 67.2 114.3 75. 0 156.8 95.3 D . 2.2 : 1 . 3 South Central Division c . 48. 1 51.1 88.5 1 . 2.9 North Central Division e . 97.7 86. 7 137. 1 : 1 . 2.6 h estern Division e . ) 116.3 97.1 139. 3 D... .1 United States e . 103.5 93. 7 j 129.0 1 . 7 i a These statistics are for 1886-87. d White schools. b These statistics are for 1 SSS. e These summaries embrace only the States tabu- c These statistics are for 1887. lated in the corresponding columns above. 70 EDUCATION KEPORT, 1887-88. NUMBER OF SCHOOL BUILDINGS; SEATING CAPACITY. The number of school buildings in the different States is given in Column 2. Where i the number of buildings has not been reported the number of schools is substituted, 1 and in one case the number of districts, as affording the best approximation that could 1 1 be obtained. The aggregate for the United States is 219,063. The total number of sittings is reported from thirteen .'dates. The average number in these States to each one hundred pupils enrolled is 118, to each one hundred in average attendance 187. and to each school building 66. The District of Columbia shows the greatest deficiency in school accommodations, though a considerable increase over last year. Table 6. — Number of School Buildings and of Sittings, mainly for 1887-88, compared with the same for preceding year; and the number of Sittings compared with the enrolment , average attendance , and number of school buildings , o o © » & © ¥ear. CO %-i © to C a a 4)0 1 «'< Average Number of Sit¬ tings to — State or Territory. Number of S c 1 Buildings. O £ ft f- V O Q O CL w ^ e o o o 3.G G CD Total Number < tings. A- © U © c © ©£ § © © © o.S c ® Each 100 Pupils Enrolled. m '§• s r^.2 Each School Building. 1 3 3 4 5 6 7 § North Atlantic Division : TVT n.i n ft . 4, 337 2,131 I . ...27 a260, 000 alSO a253 a60 TT^mrmhirfitTtfTf., . I . ....85 Vermont , TtT, . a2, 500 alOO, 000 i . Massachusetts b , . c6, 836 I . .119 1 . 1 . TJhndft Tslnnd . 469 I . . 4 51, 262 129, 180 I.. .4, 755 97 153 109 dorm ftfttift.lit . 1,660 11,965 1, 610 c21 , 342 cd562 . 5 D . 164 102 159 78 New York . D... . 1 T^Toyv .Tor spy h , , , ,,.T _ _ ... I.... 205; 835 I...6.934 92 156 128 TVmpsyl vflnifl....T . I .... ..280 South Atlantic Division : De.lawn.rft . Maryland 2, 004 SO Thst.ript, r>T (Tolnmhia., . I.... ....11 30, 650 372, 300 I. ..2, 487 88 116 311 Virginia . . 6, 205 I.... ....50 I. .18, 100 113 197 60 West Virginia . 4,567 D... ...20 North Carolina . 5,545 3, 280 cf 7,796 c 01,724 7,017 D... ..115 South Garni in a . Georgia e . I.... ..411 Florida . South Central Division : Kentucky b . Tennessee?) . 7i5, 964 c5, 792 ! a 65, 500 i cl, 985 3,498 2,452 12,715 9, 882 fl2, 208 7, 318 . Alabama . . . Mississippi . Louisiana . I ... ....62 . Texas . Arkansas . . North Central Division : Ohio . I.... ..126 Indiana . D... ..260 Illinois . I.... ....34 Michigan 6 . I... ...S3 534, 735 412, 205 I..15, 919 127 201 73 Wisconsin . 6, 184 j5,'471 124 al96 67 Minnesota . T ... .110 Iowa . 12, 752 Missouri 6 . 9, 660 4, 102 5, 187 I.... 394 631, 286 140,466 I. .12, 017 108 167 65 Dakota . I.... .238 I. .20, 210 150 264 34 Nebraska . I.... ..597 Kansas . 8, 196 287 I.... ..336 Western Division: Montana b . I.... ....37 Wyoming6 . 124 I.... ....13 aEstimated. 6 These statistics are for 18S5-87. cNumber of “schools.” din 18S5-86. e These statistics are for 1887. /Including schools under local laws. <7 In 1884-85. h Four counties estimated. i In Illinois this is also reckoned as the num her of schools. ^Number of school districts. i STATE COMMON SCHOOL STATISTICS. 71 Table G. — Number of School Buildings and of Sittings, mainly for 1887-88, etc. — Cont’d. State or Territory. 0 o X xjf O- r i OD S* |s 11 c-2 1 A 0 II a| 1 3 o H © j li ® * ° 5 ]] o 5 o - a '5 Average Number of Sit¬ tings to — i i- |fi: u ! §g.g ! ®3 ! *<§ ! *1 | « i r i i 1 2 3 4 5 6 7 S Western Division — Cont’d. Colorado . S20 j 1 . 131 52, 667 I...7, 426 104 1C7 64 New Mexico® . . 46 ! . 1 5.5S0 : . ! 117 177 121 Arizona . 151 . . . | . ; . U tab . 3.46 6. 06 2.82 . - rrr _ T . . . . . New Hampshire a . Vermont • • ■ . . 1 t -- _ t . . Tt _ , . I . 379 1 . 1.69 "RTinrlfi Island _tT.T _ , . . . j 1 . 50 1 . 3. 48 Connecticut . . . . . . New York . 1 New Jersey . 1 1 . Pennsylvania . . . . . . i:.::;:::::::::: South Atlantic Division : Delaware . District of Columbia . 1 Virginia . 1 1,353 1 . 255 j 1...23.12 3.90 . West Virginia . North Carolina . ! South Carolina . ■ Georgia . | Florida . ■ South Central Division : Kentucky . . . 1 , Tennessee . ' Alabama . . ! Mississippi a . . | 612. 000 329 64.43 .29 Louisiana c . ! Texas . j . i A rkansas . 1 . ; North Central Division : Ohio . I 33,754 1 . 826 I. ....2.51 4.37 Indiana . ' Illinois . 1 Michigan . i 15, 328 1 . 811 i . ,5.59 2.04 Wisconsin . ( 9,707 4, 961 • 2.92 1.73 Minnesota. . ' I. ..1,382 I. ..38. 61 Iowa . . ! Missouri . . ■ • . H Dakota . . ! Nebraska . . i 5,404 2.50 Kansas . . . ' Western Division : Montana ad . . 1 75 .57 Wyoming . . 1 a These statistics are for 1885-87. c These statistics are for 1887. 6 Estimated. d Approximately. STATE COMMON SCHOOL STATISTICS. TABLE 7. — Number of Pupils in Public High Schools, mainly for 1887-88, etc — Cont’d. High School Enrolment. State or Territory. High School Enrol¬ ment. Increase or Decrease since Preceding Year. Increase or Decrease Per Cent. Ratio to Total Enrol¬ ment. i 2 3 4 5 ’i Western Division — Continued. Colorado . New Mexico . ' 1,153 1 . 23 " Per cent. 1 . 2.01 Per cent . 2. 27 Arizona . a CO a91 Utah . ' Nevada . Idaho . . ; Washington . Oregon . California . 2, 90S D . 367 D...11. 10 1.42 Alaska . . . SUMMARY. North Atlantic Division & . South Atlantic Division b . Soutli Central Division b . . 1 . 1.S0 I. ..23. 12 6.39 3.90 3.22 2.93 1.52 North Central Division b . . . Western Divisions . . . United States b . 1 . 5.92 D ...7.76 i 1 . 4.18 3.50 a Estimated. 6 These summaries embrace only the States tabulated in the same columns above. PRIVATE SCHOOLS. The reports of private schools are considerably fuller this vear than the preceding one. In one division, the North Atlantic, all the States but two are represented. The increase of the private school enrolment, compared with that of the public schools, has already been referred to (p. 88). Column 5 gives the proportion of pupils who attend private schools. In 20 States and Territories 9.38 per cent, of all pupils, on an average, or nearly one- tenth, are private school pupils. It will be observed that, so far as known, private schools have received a greater development in the Northern States than in the Southern, aud in the older States than in the newer. The necessity of securing statistics of private schools continues to receive attention. State Superintendent Thayer of Wisconsin says upon this point: “Until all institu¬ tions of every grade that engage in the instruction of persons of school age in the State are required by stringent legislation to report annually at least the number thus in¬ structed, it will be impossible to ascertain with accuracy the proportion of our school population which is failing to secure an elementary education. Every person or asso¬ ciation of persons receiving pupils between the ages of four and twenty years for in¬ struction should be required to register the name, age, days of attendance, and studies pursued by each pupil, if a resident of the State, and annually furnish an abstract of the record thus taken. ’ ’ u EDUCATION REPORT, 1887-88. Table 8. — Thumner of Pupils Enrolled in Private Schools , mainly for 1887-88, compared with the same far preceding year and with the total number of pupils; also the total number of pupils of all hi ads' compared with the population 6 to 14. State or Territory. Estimated Private School Enrolment. Increase or Decrease since Preceding Year. Increase or Decrease, Per Cent.,. Patio of Private School Enrolment to Total Public and Private School Enrolment. Average Number En¬ rolled in Public and Private Schools to Each 100 Persons 6 to 14. i 3 3 4 5 3 North Atlantic Division : Per cent. i Per cent. 7,652 1 6, 972 30, 090 8,886 17, 179 142, 240 37, 330 1.. . 1.214 D. ... 534 1.. .1. 149 1 . 289 1.. . 1.226 1.. .9. 189 1.. . 1.103 I...18. 86 D... 7. 11 1 . 3.97 11.01 9. 24 7.75 1 14.42 11.99 12.10 14.44 134.39 1 138.31 131.39 ! 12S.23 135.00 130.65 113.13 j . 3. 30 ; 1 . 7.69 1 . 6.91 1 . 3.00 South Atlantic Division : 15,000 3,119 7.83 8.21 96.33 102.71 L::::::::::... 25,000 6.90 97. U9 Georgia . 1 . Florida . 4, 110 1 . South Central Division : Kentucky . Tennessee . . Alabama . Mississiopia . 618, 000 i d22, 849 1 . ' . 66.23 6100.22 Louisiana c . Texas . Arkansas . North Central Division : Ohio . Indiana . Illinois . 100,463 32, 607 10, 000 1.. 12, 640 1.. .3. 106 1.. .14. 39 1.. .10. 53 11.79 7.18 2.92 129.76 130.16 105.84 Michigan a . Wisconsin . Minnesota . Iowa . Missouri . Dakota . 1, 500 1 . 710 I...89. 87 1.57 106.11 Nebraska . Kansas . Western Division : Montana a . 457 1 . 99 I...27. 65 3.37 106.30 Wyoming . Colorado . «... 847 D.. 1,095 D..56. 38 1. 64 142.17 New Mexico . Arizona . 300 e6, 975 4.34 62.83 Utah . Nevada . Idaho . Washington... . Oregon . 4, 618 20,763 /382 D. ... 316 1 D. 1, 893 D... 6.40 D... 8.35 8.07 9. 12 21.02 121.72 131.75 22. 71 California . Alaska . SUMMARY. North Atlantic Division a . 1 . 5.75 11.53 7.28 66.23 8. 29 7.56 128.94 97.19 6100. 22 122.91 127. 54 South Atlantic Division g . South Central Division q . North Central Division q . I. ..13. 93 D..10.72 Western Division g . United State/# h . 1 . 6.98 9.38 I 120. 40 a These returns are for 1886-87. b Approximately, c These statistics are for 1887. d Returns incomplete. e 79 schools reporting out of 89. /Including Seal Island schools (enrolment 82). grThese summaries embrace only the States tabu¬ lated in the same columns above. h Excluding Alaska. Table 9. — Whole Number of Different Teachers , classified by sex, mainly for 1887-88, compared with the same for preceding year; number of teachers necessary to supply the schools, compared with same for preceding year; changes in the teaching force; proportion of teachers who ore males. STATE COMMON SCHOOL STATISTICS. 75 Ijljli M ggSSSSS ;s S33S3ES3 553 gssssassss IgSSSSSS is S53S53” 5S3 r * r ILljJs ® g-s St, 5* 53 :533 « j \*.\\ ir n m ! mim m § ;w : : ;S ::•::: i : i i i : : : : : 7. : : : : :::::: ::::::: : : : o ; : • = ; = ::■! ■ • M = H 1 ■: : .T, lift i •| jj mi mmm nnm mis III! miilii! iiliill III;! a llllll fc*** (C i ignis 1 1 m mm m n 1 1 jui* " jefcorfrfg j ; jief §o ei“ oo^To o of o ->♦ -2 II i* 1 !«««>; 1 1 jj jj sags isssass is ssess is sts .? Ill ; Hlllis n ; mi ft 111^1 jjJI UJJJcU U JJJm u mi iuh nils w * 15 lass*? jjjjj mm mm n mm N m b : : : : : : : i i • : l ] ■ J4J^' iJJJJd J U JJJqq -J pJJ |i£||S « ; allsSilis! 3SSs8S3Ii lllssgl sis ^.•reaf-r^-g-rfg ec- -iosa-J-' 3«-'S Ml' 5 g£ * ■» § mm 2 i yjjj SS33 iSSSSSB IS BS3SS IS BSS|i -:-! :h i is i H «H :ss H s :=i"r ill! ! ! i U 1 ! I = imiil lil-sl GGGG i- |2 i Hi | ~ ~-s 1 M M gsn mrm n spi*i is i-.ui Jjjj i jjjj JJ U JJn U JJJJI l|J4^ glj| I 5* mmmm pgs&issn nnm mil b _c •"2 gi 5 o 1 : : : : : MU! : j : : ; HIM : : : : : inn i inn 1 « io : : j i ;i ! j, sitjij mu o a mu mmm mini m mil mmm nnm m : : : : i : = : i : ^ inn j i : m i n 1 1 1 m i i m I : : : : • : : : : : '• : : : •:::::: : : : r-i iijllsl Ullli UIIIIIIMII &, m : :o : : : ! : ig i m : : : :o m ; g; mwummmw i: lljlll ||l| |||l i|5||| 1 1; w m 15 ! Table 9. — Whole Number of Different Teachers, classified by sex, mainly for 1887-88, etc. — Continued. 76 EDUCATION REPORT, 1887-88. Ratio of Male Teachers to Whole Number of Teach¬ ers. « * Per cent. 24. G4 21.44 24.94 22. 28 Ti55. 00 30.97 27. 84 42.00 27.66 24.67 21.24 78.05 38.92 50.72 «21.14 36. 76 38. 91 40.08 21.99 50.00 saigas S 3 «! § 8 8 i-Mi JJSS& H Per cent. 52.64 41.32 8.33 62.39 13. 21 29. 78 42. 82 7.35 . 29. 48 3.96 ■ iii : X i ; Increase or Decrease since Pre¬ ceding’ Year. Ft 3 us is % ns Minn i i mum m m m 1 1 i m M M M ! M m i rn i ! mu mu • ; : : ; | ] : Number Neces¬ sary to Supply the Schools. e Ft 10,198 8,097 6,974 15, 465 11,744 4,426 6,922 10, 536 . i, 316 . 227" 11 1 M 1 mu : : : j Increase or Decrease since Pre¬ ceding Year. © co : c- — 1 :cor-.o r- : o :®oo> © 1 m 1 u m s ii n i i : : : i i i i ::: i :::::: : : :::::::: : m :hh ;whh m :m ;hhh :hhh m Pip ; i i i 1 I....c?9, 288 Whole Number of Both Sexes. 00 15, 566 11,443 7, 555 25,113 13, 296 5,741 9, 886 11,310 394 231 1,704 164 185 621 236 «310 1,231 2, 091 4,938 24 88,402 39,400 45, 408 161,947 12, 135 1 § Increase or Decrease PerCent. h Per cent. 1 . 3.02 I 6. 86 1.. . 6. 18 1 . 4.78 1 . 37.64 1 . 8.92 1 . 8.78 1 . 27. 8i 1 . 18.95 D . 65 1.. ." JO. 59* 1 . 7.09 1 . 7.45 I . cl. 94 I . c4. 48 I . cl. 01 I . c5. 18 I . el0.53 I . c?3. 93 Increase or Decrease since Pre¬ ceding Y ear. e 1 . 344 1 . 364 1 . 1,136 1 . 181 1 . 1,951 1 . 537 1 . 23 1 . 292 1 . 18 D . 2' i . 72 1 . 83 1 . 267 1 . 7 tiiii H H H M H § ! 1 | Whole Number of Fe¬ male Teach¬ ers. llssllsl ISSSSlSSgll a rH' oo" 10~ of ' jg CO «> CO" rH 0 ■* r-TeO 68,930 18, 297 17,521 105, 716 8,514 218,978 Increase or Decrease Per Cent. 188 S IS 138 1 !8£8 1 mi iigi » ;i Hi i His ; : : : j i : : : j j : jQfi UJJ q |J UJ j iJq« i D . c2. 72 I . e4.58 D . el. 37 I . e2. 27 D.....c6.19 i 1 : < Increase or Decrease since Pre¬ ceding- Year. M D... . 98 d".'.....97 D . 255 i:::::::::.55- 1 . 646 1 . 323 D . 6 t.:obS' D . 81 D . 217 1 . 2 %m nm 1 5 Whole Number of Male Teach¬ ers. Ct SSIiliig |Bi§8I|Slli a eoVfrtioVi-TeiV 10 ^ »o SISss 128, 314 State or Territory. -t North Central Division — Continued. Michigan a . Wisconsin . Minnesota . Iowa . Missouri a . Dakota . ; . Nebraska . Kansas . Western division : Montana a . Wyoming a . Colorado . New Mexico c . Arizona . Utah a . . Nevada . Idaho a . AVashington a . Oregon . California . . . ....” Alaska . SUMMARY. North Atlantic Division . South Atlantic Division . South Central Division . . North Central Division . Western Division . United States/ . t s s h fs 11 3 y £3 11 STATE COMMON SCHOOL STATISTICS. 77 TABLE 10. — Salaries of Teachers , classified by sex , via inly for 1887-88, and compared with / same /or preceding year. State or Territory. Average Monthly Salaries. Males. J Increase ; or Decrease. Females. Increase or Decrease. 1 2 3 4 5 North Atlantic Division : 833.82 44.32 37.20 119.34 85.99 73.50 So 1 . 3. 29 §16. 92 24.93 20.92 44.88 44.40 38.52 D....S3. 78 I 47 I... 8.40 I 04 1 . 2. 49 l . 3.32 D . 05 I . 02 1 . 4. 68 1 . 02 64.07 38. 54 I.. . 1.06 41.34 30. 16 1 . 83 1 . 02 1 . 30 South Atlantic Division : . . i 103.19 31.00 1 D...6.57 ! D... .20 61. 79 26.40 I 67 D . 22 21.57 26.68 I . 1.77 | 21. 95 23.80 D... .05 D...1.39 D 1. 39 Sou Lh Central Division : Kentucky . . . . . . Tennessee.,... . . . . . . . . . . . Alabama . " . 24.26 23.76 Mississippi . . . Louisiana . Texas . Arkansas . 42.50 1 37.50 North Central Division : Ohio . . . Indiana . . . . . Tllinnis . 52. 98 45.37 c43. 94 40. 10 36.44 1 . 1.45 43. 09 31.45 C28.91 30. 52 30.05 1 . 92 1 . 29 ]Vf iohip*5vn a . 1 . 37 Wisconsin , , , . „ . . . Minnesota . D... .90 D...1.56 1 . 32 Tnwi . . . 1 . 1.46 Missouri . TT_ . . . Dakota . . . . . 36.25 43. 18 41.01 75.00 59.90 76. 47 1 . 09 32.84 35.54 33.64 60. 00 59.90 57.47 1 . 1.48 Nebraska . D..11.82 1 . 1.73 1 . 54 1 . 1.12 K ansns . Western Division : M^ntr.na n, . . . D...5.C0 1 . 6.05 1 . 8. 91 0 1 . 6.05 D . 13 Wyoming a . ( 'nlorndo . New Alexieo . Arizona . 85.94 52. 36 98.25 D...1.66 1 . 5. 51 78. 91 31.57 66.91 D . 69 Utah . 1 . 4. 87 0 Nevada . 0 Idaho . Washington a . 44.86 46.20 79.46 | 120.00 D...1.14 1 . 42 36.87 36.97 64.55 90.00 1 . 6. 87 I . 2. IS Oregon . California . . D...1.29 D..U.25 1 . 43 Alaska . SUMMARY. North Atlantic Division d . . South Atlantic Division d . South Central Division d . 1 . 18.00 47.48 27. 79 ! 32. 99 43.64 . 63.39 1 . 67 1 . 35 31.95 26.77 28.97 34.29 55. 55 D . 35 D . 37 North Central Division d . Western Division d . United States de . D... .81 1 . 89 1 . 93 1 . 1.44 41.75 | D... .12 31.21 1 . 45 a These statistics are for 1886-87. d States not furnishing the necessary data are ^Average monthly salary for both sexes is esti- excluded from these summaries. mated at $39. e Excluding Alaska, c Outside of cities ; the average annual salary of males in cities is §1,009, females §102. Table 11. — Showing the Amount of School Revenues from different sources , mainly for 1887-88, and compared in part with the same for preceding year . 78 EDUCATION REPORT, 1887-88. £ A ?'> u « £ CO Cv 7-1 H O CO 05 05 N(NH efi . (D cD . op 37-- o5 o H CJ i>Kj S O « S C0^©C0C0 cm" ©" csT ©" c H 1.0 (N 05 lO ' HCOCJO : 00 CM oo o o i-o : * QOHW • I> lO 00 CM • . 'O ) K OH >> ® ; © a ® jj gSgSlsg ^•S « ■oS o Pm- ^ pq o' oo" cm" io" oT o' lo" ONNOW^CO^ OCDOHOOM^O n'NWN^OOOO £• rH CO © ^ CO OCOOCpC'lfOH OlCOOOHp CCOWOhCOX'H HHKOCCOO ©" o' ©" CO cm" o' o' rP'** cm" ic" cm" ICO cm" ^ Q C MO DCOCO lO h H h Ol H h M 1> CO LC CM t> xf< l> I> O O'- LO O O O O CO oT co" o" 2 A 5 §J2 2 So g m ClftCMIMHCOMO ^O^HOHO C5TtMMOl>cO icoog co"co" iocoh t^rHcT O ^ CM CM COCO ® is © ^ CC • ^ J? CL C *“• oQ ci fl) cu-fl O u ^ 8 O c O o o 1C 00 iH * r-> cr> co < ^oco< > © £o CO i ^ 05 finfi O CO 05 rH ©^ CO O M r^o" rH 83 g co 1 © M : 00 CM ' o OH © 00 i> ^ rH I> ! o" CO ico" co o" o" < ^ © CM H CO CO I O LT> LO CTi l'- lO < HC0C0M0H(MC5O OWCOLOIOCOHCO^ COONHWOMbO t >0000 L- © © O C* W M O O 1 CO CM t>- 1 M1 M CO N MCCONtONN b- JO -rf* CM CC CO 1-H 1C H -J5 00 CM t-OiaOMOffl cco-m r-T of cTciOi Hr-H 03 a os d p « M U O o5 ©©!>h © • lo" ©" ©" iO Tfi" t> co"" oo co © © cm tjc i z* CO CO © ID rt< m jo co © © t?i r-~ OC CM r- © © ic © " i> lo" cT V cm" ©" m r-T Ico ©K£©?scoS CO MIC CO CO CM © CM M iHCCNO 00 0500 © CO CO © M ©c I I> CO © 00 < Pj % cr, -a a^j g a §« CO CM © 00 © CO © © © - © 05 CO d H Cl lO rH GO © g •- e.Sq ^5 S ei rO (D a .2 > P giO a M ~ 33 m y ji as® 3’P®>'-5£'^'o^-wwc3 - - ® i-M O aiS >^.2.-^^-. ^ fcf-O • a o ® ® § h 15 o '“•S n "i 5-2 O 3'S h 5 ^a a STATE COMMON SCHOOL STATISTICS. 79 « ! IB i g mm i mu * mm nr I S !S 389 * IS8R § Mtr'g'ns=i s is Isa is s is las \$m 1 i= ill ii- 5 1 ni rmj II l I ill §=3 2 Igi Hs fisS Ac! 155 !l«-g £ os-s ill 4 h |i = • li II i ill =11= If p 1 51=1 fllll.slls iris|ill — ssoa g, §a SP<| ?M <2,2 a* -2 5<3o illig i|| 3 g si-5 5 I HI = Hill iiiiiim i ill? till e-o c,-^— 80 EDUCATION REPORT, 1887-88. Table 12. — Showing the Amount of School Revenue derived from different source* per capita of population 6 to 14 and of average attendance , mainly for 1887-88. State or Territory. Revenue per Capita of Popu¬ lation 6 to 14. Revenue per Capita of Average Attendance. From Permanent Funds and Rents. From State Taxes. From Local Taxes. From Other Sources. From Permanent Funds and Rents. From State Tax. From Local Tax. From Other Sources. 1 2 3 4 5 6 7 8 9 North Atlantic Division : Maine . 80. 26 S3. 51 S6.57 0 SO. 26 S3. 54 86.57 0 New Hampshire . .31 9.03 2.46 SI. 30 .35 10.40 2.83 81.49 Vermont . .44 0 9.64 1.44 .52 0 11.41 1.70 Massachusetts . .60 0 23.42 .33 .67 0 26. 14 .36 Rhode Island . .40 2.23 13.59 1.16 .58 3. 19 19.45 1.66 Connecticut . 1.52 2. 19 12.23 .54 1.99 2.87 16. 01 .71 New York . . . .04 3.9L 11.63 .80 .06 5. 57 16.59 1.14 New Jersey a . .57 6.29 4.57 0 1.00 11.05 8.02 0 South Atlantic Division: 2.09 6.42 o 2.78 8.50 0 Maryland . .25 2.58 5.43 .74 .53 5.40 11.37 1.55 District of Columbia . 0 clO.82 10.82 0 0 cl5. 09 15.09 0 Virginia . . .10 2. 19 1.87 .08 .20 4.29 3.67 .15 West Virginia . id) e2. 40 4.77 .55 id) e3. 19 6.3d .72 North Carolina . 0 1.44 .07 .36 0 2.58 .13 .65 South Carolina a . 0 1.67 .18 .05 0 3.27 .35 .10 Georgia/. . 0 1.28 <7.72 g. 07 0 2. 16 pi. 21 P- 12 Florida . .39 .91 4. 58 0 a. 79 a2.23 «5.78 a0 South Central Division : Kentucky a . .07 2.58 hi. 38 0 .13 4. 91 7i2. 63 0 Tennessee 6 ... 4.36 2.08 .36 i. 50 2.87 . 50 Alabama . .40 1.12 .50 !oi .83 2.30 1.02 !o2 Mississippi a . .22 1.04 2 12 .38 1.83 3. 73 Louisiana/ . !21 .54 1.27 .05 . 66 1.71 4.00 .17 Texas./ . 1.69 3.47 .63 .35 2.90 5.94 1.07 .59 Arkansas . 0 1.14 2.37 .17 0 k2. 38 &4.91 k. 34 North Central Division : Ohio . . . .38 2.59 11.99 .46 .47 3.14 14.56 .56 Indiana . .51 4.40 2.83 .81 .53 4.59 2.96 .84 Illinois . - . .95 1.52 12.83 .50 1. 21 1.93 16.26 .63 Michigan a . 1.91 0 • 10.28 2.04 2.50 0 13.47 2.67 Wisconsin . id) 12. 47 8.64 ! 0 i id) kl3. 81 fcl3. 32 0 Minnesota . 1.95 1.82 9.33 1 2.78 3.56 3. 31 17.05 5.08 Iowa . 2. 24 0 15.19 j 1.64 2.73 0 18.52 2.00 Missouri a . . 65 1.34 6.27 .69 .91 1.86 8.69 ! .95 Dakota . 0 0 19.69 j .87 0 0 35.24 1.47 Nebraska . Kansas . 0 1.89 10.49 | .69 0 2.25 12.51 .82 Western Division: Montana a . 0 0 22.63 | 0 0 0 35.19 0 W^ vomitig . . . Colorado.. . 0 11.42 17.21 | 3.88 0 13. 16 19.83 4.47 New Mexico . Arizona . 0 .59 12.79 | .21 0 1.69 36.58 i .61 Utah . 0 2.63 1.42 ( 1.95 0 5.29 | 2. 86 3.92 Nevada . . Idaho . 0 0 9.02 i 2.04 0 0 1 20.99 4.75 Washington a . 0 0 10.07 1.24 0 0 14.01 1.72 Oregon . 6.85 1.99 3.82 I 1.97 9.08 2.63 1 5.07 2.62 California . 1.17 11.39 14.05 0 1.53 14.90 18.37 0 Alaska . 1 SUMMARY. North Atlantic Divisional . .as 3.43 12. 13 .60 .44 4.60 ! 16.26 .80 South Atlantic Division . .06 1.95 2.05 ! 23 .11 3.41 3. 57 .41 SouthCentral Division . .45 1.64 1.43 .15 .84 3.03 2.65 .28 North Central Division to . .86 1.80 10. 13 .91 1.11 2.32 13.01 1.17 Western Division m . 1.44 7.10 11.40 1.04 2.02 10.00 16.05 1.47 United States m . j .55 2.26 6.99 .56 .81 | 3.34 | 10.33 .83 a These statistics are for 1886-87. b These statistics are for 1S85-86. c United States appropriation. d Included in State taxes. c Including revenue from permanent funds and sales of bonds. /These statistics are for 1887. g Including balance from preceding year. h Including subscriptions. i State apportionment. j So far as reported. k Average attendance estimated. I Including. revenue from permanent funds. m Including only the States tabulated above. STATE COMMON SCHOOL STATISTICS. 81 Table 13. — Percentage Classification of School Revenue; showing the percentage of the whole revenue derived from each source named, mainly for 1S87-88. State or Territory. 1 North Atlantic Division : Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . . Connecticut . .. . New York . New Jersey a . . Pennsylvania . South Atlantic Division : Delaware b . Maryland . District of Columbia . Virginia. . . "West Virginia . North Carolina . South Carolina a . Georgia/. . Florida . South Central Division : Kentucky a . . . Tennessee b . Alabama . Mississippi a . Louisiana/. . . Texas . v. Arkansas . *.. North Central Division : Ohio . Indiana . Illinois . . Michigan a . Wisconsin . Minnesota . Iowa . Missouri a . . . Dakota . Nebraska . Kansas . . . Western Division : Montana® . Wyoming . . Colorado . New Mexico . Arizona . Utah . Nevada . . Idaho . Washington a . Oregon . . California . '. . Alaska . STJitJIAKY. North Atlantic Division k . . South Atlantic Division . South Central Division . North Central Division k . . Western Division* . . . United States k . .. . a These statistics are for 1886-87. b These statistics are for 1885-86. cUnited States appropriation. d Included in State taxes. e Including revenue from permanent funds and proceeds of bond sales. 6 ED Interest on Per¬ manent Funds and Rent of School Lands. State Taxes. Local Taxes. Other Reve¬ nues. ‘A 3 4 5 Per cenl. Per cent. Per cent. Per cent. , 2.49 34. 16 63.35 0 2.35 68.98 18.77 9.90 3.82 0 83.70 12.48 2. 47 0 96.19 1.34 2.31 12. 82 78.20 6.67 9. 21 13. 28 74. 21 3.30 .24 23.86 71.02 4.88 CO 00 55.05 39.97 “ r 24.58 75.42 0 2.80 28. 64 60.32 8.24 o c50. 00 50.00 0 2.35 51.67 44. 20 1.78 (d) e31. 10 61.84 7.06 0 76. 78 3.93 19.29 0 87.94 9 42 1 2.64 0 61.80 £?34.66 j 03.54 6.62 15.45 77.93 j 0 1.68 60.36 7t37.96 0 712. 91 74.20 12.89 19.97 55.06 24.44 .53 6.47 30.84 62.90 10.08 26.14 61.22 2.56 27.60 56. 55 10. 20 5.65 0 31.14 64.33 4.53 2.48 16.77 77.74 3.01 5.98 51.44 33. 14 9.44 6.04 9.63 81.16 3.17 13.42 0 72.24 14.34 (d) • j 22. 22 77! 78 0 12.26 1L 42 58.80 17.52 11.75 0 79.65 8.60 7.31 15.01 70.02 7. 66 0 0 95.77 4.23 0 14.44 80.27 5.29 0 0 100.00 0 0 35.13 52.94 11.93 0 4.34 94.09 1.57 0 43.84 23.67 32.49 0 0 81.53 18.47 0 0 89.07 10.93 46.82 13.58 26.12 13.48 4.39 42.81 52.80 0 . 2.00. 20.81 73.55 3.64 1.47 45.50 47.61 5.42 12.35 44.62 38.93 4.10 6.27 13.16 73.91 6.66 6.85 33.84 54.33 4. 98 5.29 21.81 67.50 5.40 /These statistics are for 1887. g Including some balances. h Including subscriptions. i State apportionment. j Including revenue from permanent funds. k Including only the States tabulated above. Table 14. — School Expenditures , mainly for 1887-88, compared in part with those of preceding year. 82 EDUCATION REPORT, 1887-88. iCD U g, co o oo i-i o i OCJOIOH' CM X < oo ' ^hhPhhhQ CO CO — < O LD O vo ^HL'bOXxi — <^1D *-? cT icg o co" coco'^i-rr'^£>x - • : x oo oc ^l>^ hShh - co co r- o : X x t> cl —i O C O C i.^ O'- Cl X r c — 00! ^ccmci^oo- ID Cl — CC — * J> O -7 lo c c d ^ r^- *— i ID t- CO c. ri cc LD ONC'U'h^OOOW cT icT o t?T co* co" co TjT O c ^ © oa I d O LO Cl Tr* r-T cf 00 h 00 c4* of r-T cT cooowcja^^o CCOo^^DlOOH bCl^^LOOlOCOH of i> o' t> of cf o~i> ioT vd t — 10 o o h lo 01 C* r-| r-l 01 £ ID CO O CM ~ iC COO o co o : x o x -*< o ^lOCCC ONCOO^i>r © © d ©^**3 ©Q © S3 S'fa s* O fi) ^ 'COClOQCLO: o © /.> K ||I ©!* £ r}0 X ID CO ci or- o x id c o CC ID CO M Cl CO O 5 S C « rH H 8 ^ co x ONO< C1 1-1 ^ : CD OO < id" id *dT ■ 8 *S - S "3 «5 5 © 32 C5S B ^3 B NOOOBhNTHIfl cc i- oi ©LOHgeo® HO'ji-OMON* co- Ift" co" ■'# of £>" o" — " 2;" f^OXClWSXt'O r- -o' -* n lo c<) !>• to •■* ~ ,0" r-ToTrJ'cO' O W *-i N C O " ICOMNOOO^ IClCOlO^'D'l 1 N CO M CO MM ^ O ^ CO CO ) 1> 1> O *0 r-1 o*cT i> cf dyg! cf H(No.rt-ocj ^C.LOX^CON COCONNHOMS ID^^H CO O CO O r-1 t— < o' co" O Csf of r-T ' Cl o ® S s 1 H C. Cl ^ H M (M LO > O O* O X O O C5 CC >'<*C0'tf-4OOOX o o COOWHM . O LO CD CO t _ _ _ CONC3 O CC )C ^ r LO Ci - - >OWH O ^ r-i CO hOOMO' WXX'fX- If n h to CO ' O Ct CO 10 VO N W CO S'S - s S © 5 §<5 Saa-5 (MO— ii>'^ i° in° O ID O ID co O oc So 00 ICIOOCION ID X o Cl O CO CO 1> ID ID VO O IO LO X CO (M O r • COMOOHOLO- Ol co as VO cr. O (M 1 : N D Cl LO O Cl c> rjT cT cT t^T of ID ID CO CO (M X t> co"id'o ^ t'-O XX ID O VO — ’ CO ID LD . ^ X-^XCONCOM O CCiDCNOO 05 ^ cT O r-H t- C 0 STATE COMMON SCHOOL STATISTICS. 83 c I 3 *|| J II : nil! : J *5 2 C * j 5=1 *1 §i = *■ IIIIIIPII £--=7< E Ss S§»§8 ft uS a s 3 . _• ,11 1 = 27 g S 5 ! II In- ?ir%nun =i;IS2i§-oa I Pi I Plill 15 =• 2 s I 5 5* rS u l! i a g- i 1 FS-5 ‘ c=2 ^ IS 1 |J=3 o ilpliilli ll!liJ!!l| 6,0 0*6 o 84 EDUCATION KEFORT, 1887-88. Table 15. — Expenditure for Salaries of Superintendents and Teachers and Total Expendi¬ ture , mainly for 1837-88, reduced to a per capita basis; also the number of mills per dollar of assessed valuation expended for the same purposes. State or Territory. Expenditure for Sala¬ ries of Superintend¬ ents and Teachers Per Capita of— Paid to Superintendents and Teachers in Mills Per Dollar of Assessed Valuation. Total Expenditure Per Capita of — Total Expenditure in Mills Per Dollar of As¬ sessed Valuation. Total Popula¬ tion. Population 6-14. 1 >> "S § a § 0-3 i£C ® — > ■ ill is* a? ~ X 53 * J. O c -C J 5 e tl *r ^ ® ~ s s til Other Expenses. State or Territory. Sites, Buildings, Fur- i niture, Libraries, 1 and Apparatus. £<3 II a c H a? ■£*,» os C C CO Other Expenses. 1 2 3 4 1 3 3 4 Per Pci' Per Per 1 Per ; Fer North Atlantic Division : cent. cent. cent. North Central Division — cent. cent. cent. Maine . 10. 80 aG2. 42 26.78 1 Continued. 14.38 72.12 13.50 Wisconsin . 20.19 67.05 12.76 Vermont . 9.05 74.33 16.62 Minnesota . 29.40 j 50.53 20.07 Massachusetts . 16.09 576.95 6.96 Towa . 12.93 1 67.47 ! 19.60 Rhode Island . 22.95 65.17 11.83 Missouri c . . 9.56 | 072.79 i 17.65 Connecticut . ] 7. 49 71.41 21.10 Dakota . 12.93 67.47 : 19.60 New Vork . 22.02 G5.34 12.64 Nebraska 33.85 55.37 10.78 New Jersey c . 1 17.00 62.68 20.32 Kansas . 23.68 56.93 19.39 Pennsylvania . 1 18.23 ! d5S. 16 e23. 61 Western Division : South Atlantic Division : Montana . . . Delaware f . 1 14.34 p66.G7 19.59 Wyominp" n. r. 13.46 071.41 15.13 Mar viand . i 8.95 75. S9 15.16 Colorado . 26.62 50.87 22.51 District of Columbia . [30.08 55.99 13.93 New Mexico j . 0 096. 65 3.35 Virginia . 10.85 79.05 10.10 Arizona . 17.55 81. 30 1.15 West Virginia . . . [ 16. 31 C6. 72 16.97 Utah . . . 15.40 71.45 13. 15 North Carolina . 9.55 81.58 8.87 Nevada;/ . . 7.74 083.31 8.95 South Carolina c . . 2.93 94.62 2.45 Idaho . 14.77 67.00 18.23 Georgia li . 1.46 90.90 7.64 Washington r* --- 19. 17 69.94 10.89 Oresron . 15.00 65. 67 19.33 South Central Division : California- . 16.21 71.78 12.01 Kentucky c . 13.65 80.77 5.58 Tennessee c.„ . 6.32 ! 89.92 3.76 9.211 Alaska . . 26.35 62.53 11.12 Alabama . Mississippi . 11. 14 | 79. 6o SUMjIABY. Louisiana h . t.74 i 91.52 7.74 Texas . 6.33 ! 86.30 7. 37 | North Atlantic Division...- 18.36 65.63 16. 01 Arkansas . j 8.81 i p87. 68 3. 51 i ! South Atlantic T)i vision , _ 11.33 76. 71 11.96 North Central Division : South Ceutral Division _ 7.54 86.85- 5.61 Ohio . . 13.11 66.25 ! 20.64 j North Central Division _ ■ 17.88 63. 93 18.19 Indiana . . . 30.23 ! 65.96 ! 3.81 ! Western Division . ...... J 16.91 68.58 14.51 Illinois 10. 52 1 66.69 j 22.79 Michigan c . 17.65 ; 62. 39 i 19.96 XT n i ted States I: . ! 16.83 67.22 15.95 ) a Estimated. b Includes board, fuel, and care of fires and school-houses. c These statistics are for 1S86-87. d “ Cost of tuition.” e Including debt paid. /These statistics are for 1SS5-86. g Salaries of teachers only. 7i These statistics are for 1887. i Expenditure for sites, buildings, etc., impel?' fectly reported. j These statistics are for 18SQ. k Excluding Alaska. Table 17. — Permanent School Funds, Total Assessed Valuation , and Valuation of School Property, mainly- for 1887-88. u EDUCATION REPORT, 1887-88. ! a '«onvni«A pose o»*y l«;ox "il •aauapuaj ~iy A[iv(7 a.dB.ia.vy jOBpdBQ .iaA an[UA. thhh ! i I • • -44 : • ■ • co in CN CO ■f\ oj q uoi]T3[ndoci i J° ’bffifeo joa onpjA •uoi^Bpicioa; I'uiojj ! JO upd^o J3J anpjA •aaao .tad asvaaoa(j ,io asBaiouj •K3,\ £ u i p o o a aouts asBa-ioad jo asuajauj •Xjjado.ij jooqag HY jo anp?A CO CO rH ^ gO O 05 00 1- o o » 00 <0 *ld t> rt? O CO N CO io 1 6 oi co io * t'- Q O C > CO 35 rH < iO CM C$ CM t> co* cc o" co CO O CO 05 10 0-^^05 O CO C5 co 05 o S c§ S Hiodo ) rH i ob no in ) O rH 05 r cT of -rfT O CO CO rH LO CO* CD co’ C5C5 O HOO LC t> O r^o -h C5 CM CO¬ CO CM* IO >Q CM CD SO rH LO CM i> CO & TI OJ 9 uoippndoA jo BjidxQ joa an[8A •uoij^jndoA [Bjoi jo ujjdxjQ J&A sni^A •J«9A Snipaoo .ta aouis asuajaa(i*o asuajbux •uoppm -IPA passa’ssy xbjoa, rH CO CO ^ 00 LO of o' ojcg r^iocp ^ “ ' ID'CD ^ CM CO of co C5 -H O IO CO ; ; ; g" :^T : l-aToo ; ; rH H : 1*^ i : I.. I.. D I'M ififtHH j j H M 1 :mm Wico l7 Si 8 05 05 50 -tp 50 CO CO -•* IO io 5-i in o -r oo co ^ co -h oo to •>ii -«< o o o io - -o IN CO iH cn e^rHi-i 05 O 00 rH 88 to 05 t-to CO to io co -h io co oo co Hfi rH -H t-~ 05 00 o I t- 05 CO < • Cl CO O i HOt( £88 io o' 05*" g§!» t-Tio’oo SiS •amiaAaA Sui "Pl3IA ?ou junoray •ami3A8A Suippai A jxxno tuy lOHHNHO 00 05 CO IO to IN I O C5 nP •J89A aqj SuiJnp asBajaui c8.S >>'SQ< O H N rH* CD" 05" 05 O C5 1-1 CD w c3 c3 . j|l! ; j^S*. 1 1 la s| ?HI-sESS‘ll!l I ij » g 1 23 I s | j ill g I 3 g ||| g* .0 2 2 88 88' a a STATE COMMON SCHOOL STATISTICS. I I - =° - - £ 2 'S G o I 5 c = .£ If sts ?| o if.1i! .. IlSIM : ! | iipiisj ■« ■* - s sc it ^3 §5s rnh urn 5 =1=11 ; T- - 5 - ^ ' "aS?l e *a c*s « v, a 88 EDUCATION REPORT, 1887-88. Table 18. — Chief State School Officers. [Note.— This list ha3 been revised to date of going to press.] Name. Address. Official Title. Solomon Palmer - Woodville E. Thompson Ira G. Hoitt - Fred Dick _ Chas. D. Hine - A. N. Raub - Albert J. Russell _ James S. Hook _ Richard Edwards - H. M. La Follette - Henry Sabin - J. H. Lawhead _ Jos. Desha Pickett - Joseph. A. Breaux - Nelson A. Luce _ M. A. Newell . . . John W. Dickinson - Joseph Estabrook - D. L. Kiehle- . ... J. R. Preston - Wm. E. Coleman _ Geo. B. Lane - W. C. Dovey - James W. Patterson _ Chas. W. Fuller _ Andrew S. Draper _ Sidney M. Finger _ Johu Hancock - E. B. McElroy _ E. E. Higbee _ Thos. B. Stockwell _ James H. Rice _ Frank M. Smith _ Oscar H. Cooper _ Edwin F. Palmer - John L. Buchanan _ Benj. S. Morgan . Jesse B. Thayer _ Sheldon Jackson - Charles M. Strauss/ _ Eugene A. Dye - Wm. B. Powell, white \ G. T. Cook, colored J Charles C. Stevenson _ A. C. Logan _ _ Trinidad Alarid _ P. L. Williams _ J. H. Morgan _ John Slaughter _ Montgomery, Ala _ Little Rock, Ark _ Sacramento, Cal _ Denver, Colo _ Hartford, Conn _ Newark, Del _ Tallahassee, Fla _ Atlanta, Ga _ Springfield, Ill - Indianapolis, Ind.__ Des Moines, Iowa — Topeka, Kans - Frankfort, Ky _ Baton Rouge, La _ Augusta, Me _ Baltimore, Md - Boston, Mass - Lansing, Mich _ St. Paul, Minn - Jackson, Miss - Jefferson City, Mo__ Lincoln, Nebr - Carson City, Nev — Concord, N. H _ Trenton, N. J - Albany, N. Y _ Raleigh, N. C _ Columbus, Ohio _ Salem, Oregon _ Harrisburg, Pa - Providence, R. I _ Columbia, S. C - Nashville, Tenn _ Austin, Tex _ Waterburv, Vt _ Richmond, Ya - Charleston, W. Ya.. Madison, Wis - Sitka, Alaska - Tucson, Ariz _ Bismarck, Dak _ Washington, D. C-__ Boise City, Idaho — Helena, Mont _ Santa F6, N. Mex._. Salt Lake City,Utah- Ellensburg,Wash _ Cheyenne, Wyo _ State superintendent of education. State superintendent of public instruc¬ tion. Do. Do. Secretary of State board of education. President of State board of education. State superintendent of public instruc¬ tion. State school commissioner. State superintendent of public instruc¬ tion. Do. Do. Do. Do. State superintendent of education. State superintendent of common schools. State superintendent of public instruc¬ tion. Secretary of State board of education. State superintendent of public instruc¬ tion. Do. State superintendent of education. State superintendent of public schools. State superintendent of public instruc¬ tion. Do. Do. Do. Do. Do. State commissioner of common schools. State superintendent of public instruc¬ tion. Do. Commissioner of public schools. State superintendent of education. State superintendent of public schools. State superintendent of public instruc¬ tion. Do. Do. State superintendent of free schools. State superintendent of public schools. General agent of education for Alaska. Superintendent of public instruction. Do. Superintendent of District schools. Superintendent of public instruction. Do. Ex-officio superintendent for reports. Commissioner of schools. Superintendent of public instruction. Do. CHAPTER IV. DIGESTS OF STATE SCHOOL EEPOETS. ALABAMA. [From Report for 1S87-S8 of Slate Superintendent Solomon Palmer.] GENEKAL STATEMENTS. Superintendent Palmer states that during the year 1887-88 he visited twenty-one counties of the State for the purpose of inspecting the schools and organizing teachers’ institutes, and that he found the schools in a reasonably good condition, that officers and teachers were making great efforts to make the schools as successful as possible with the small amount of funds at their disposal, and that the public schools are so increasing in popularity that every one now admits that they are indispensable to the prosperity and happiness of the people. “Notwithstanding the difficulties that our public schools have had to encounter in the past, they have accomplished much good in giving the rudiments of an education to thou¬ sands who, without them, would have grown up in ignorance to swell the already long list of illiterates tbatare a blot on the fair name of our State. Many who have received w in these public schools all the instruction that they have ever received or will ever re- * ceive, will grow up to noble manhood and lovely womanhood, to honor the State and to bless their race, indebted to our public school system for all the good they accomplish in the world. ’ ’ NEED OF INCEEASED FUNDS. The great need of the schools since the establishment of the public school system has been a sufficient amount of funds; but now, when the value of property is increasing so rapidly and capital is pouring in from other States, it is absolutely necessary that the schools be placed upon a firm foot-hold. Heretofore when it has been asked that more money be appropriated for the benefit of the schools, the reply has always been that there were no funds in the treasury, and that the people could not bear a heavier burden of taxes than that already imposed; but this answer can -no longer be given, for at the close of the last fiscal year there were more than half a million of dollars in the vaults of the State treasury, and the auditor recommends that the tax rate be reduced ten per cent, in order to avoid the accumulation of a surplus. The tax rate at present is only five mills on the dollar, or 50 cents on a hundred dollars’ worth of taxable property, and there is no complaint of heavy taxes, but there is a strong demand from all parts of the State for much longer school terms and a better class of teachers at good salaries. At present the schools are kept open on an average only a little more than three months, and the teachers are paid only §22 dollars per month; but if the tax rate is kept at five mills, the appro¬ priation for schools can safely be increased from one hundred and fifty thousand to two hundred thousand dollars more than the sum now appropriated. By a comparison of statistics Superintendent Palmer shows that Alabama is not doing near so much for public schools as the other Southern States similarl \ situated, and when compared with the Northern and Western States, the difference is much greater still. “It would be a waste of time to attempt to show the Advantages arising from a good public school system. All thoughtful persons admit that in a republican form of gov¬ ernment, such as ours, a public school system is indispensable to its perpetuity. If called on for an argument in their favor I need go no further than the constitution of our own State to show that it is the sworn duty of the General Assembly to establish, organize, and maintain a system of public schools throughout the State for the equal i benefit of the children thereof between the ages of seven and twenty- one years. For the 89 90 EDUCATION REPORT, 1887-88. benefit of those who may doubt the propriety or wisdom of larger appropriations for our public schools, I will remark that every State in the Union, and every country, worthy of the name, on the globe, have organized and are now maintaining at the public ex¬ pense a school system for the education of the young. The question is not whether we shall have a public school system — that is settled by our constitution, by the custom of all civilized countries — but whether we shall have a public school system equal to the demands of the times, and that will not suffer in comparison with the systems of other States.” The greatest difficulty encountered by the State commissioner of agriculture and im¬ migration on his reeent trip to the North to induce immigrants to come to the State was the poor facilities for education as compared with those of the Northern States. It is desirable to secure as immigrants those persons who value highly the educational facil¬ ities of a country, and not the ignorant and lawless who have no regard for the future welfare of their children. CONSTITUTIONAL AMENDMENT. The constitution and statutes of the State expressly forbid any portion of the school money to be used to build or repair school-houses, and according to a decision of the Supreme Court no special tax can be, levied for school purposes in townships or school districts, and not more than five mills can be raised in counties, cities, towns, or other municipalities for general purposes, and as all the funds thus raised are usually needed for current expenses, nothing is left for the public schools. In many of the States a large portion of the public funds is raised by local taxes. A special tax of three mills for school-houses and furniture is very badly needed, and the superintendent recommends that a constitutional amendment be submitted to the people authorizing and requiring aspecial tax by each county for school purposes of not less than two nor more than five mills on a dollar’s worth of taxable property, and that townships and separate school districts be authorized to levy and collect a school tax not to exceed five mills on the dollar. POLL-TAX. Township superintendents have always had great difficulty in estimating how much money from poll-taxes would be available for school purposes during the year, and con¬ sequently some county superintendents have refused to approve contracts made with teachers, while others have approved contracts for larger amounts than were realized. To overcome this difficulty the superintendent recommends that the amount of poll-tax collected each year in each township and separate school district be made the basis of all contracts for the succeeding year. COUNTY SUPERINTENDENTS. The preseut law making it the duty of the State superintendent to appoint the county , superintendents was enacted in 1S77, but there has always been some dissatisfaction with it, and special acts have been passed from time to time permitting the superintendents of different counties to be elected by the people, until now we find twenty-three conn* ties electing their superintendents who qualify at different times, thus causing much confusion and irregularity in the administration of the schools. It is very desirable that a uniform system be adopted, either requiring all to be appointed or all to be elected at the same time. Superintendent Palmer thinks that it would prove for the best interests of the schools and give more general satisfa ction to the people if the county superintendents were elected directly by tbe people, and any law to deprive tbe people of their right to elect their county superintendents in the counties now having this privilege would meet with strong opposition . If a law were enacted for the election of all the county superintendents by the people of their respective counties it would have several advantages over the present method. In the first place it would secure a uniformity which is very much needed and which can scarcely he brought a bout many other way; and secondly, it would make the people more directly responsible for the success or failure of the schools, and thus make them to become better acquainted with and to take a greater interest in them. As all the county officers are elected for four years, the county superintendent should be elected for the same length of time. He also urges upon the Legislature the propriety of paying the county superintend¬ ents better salaries. “No other officers, save perhaps township superintendents, are so poorly paid. Their duties are onerous, responsible, and ofteu harassing, and their faithful performance of the greatest importance to the success of our public schools. I believe it would advance the school interest of the State to pay them salaries sufficient to enable them to devote all their time to tbe duties of their offices, and to require them to visit every public school in their counties at least once during its session. The Legis¬ lature enacted a special law for Jefferson requiring this, and providing that the county DIGESTS OF STATE REPORTS - ALABAMA. 91 superintendent should be paid $0 > per month, over and above the regular compensation of county superintendents, out <>' the county treasury, and I am informed that the peo¬ ple of the county are well pleased with the law.’’ APPEALS FROM DECISIONS OF TOWNSHIP SUPERINTENDENTS OR TRUSTEES. Under the present laws appeals from the decisions of township superintendents and trustees are restricted to the transactions of the meeting of parents and guardians the last week in October, aud an appeal can then be taken to the county superintendent only. The right of appeal is liable to abuse and should not be enlarged too much, but at the same time every provision should be made against the liability of an injustice being done. Hence it is advised that appeals from decisions be not limited to any par¬ ticular meetings, and that appeals may be taken from the county superintendent to the educational board of the county. SALARIES OF TEACHERS. Under the present regulations there is no great inducement to teachers to make efforts for first-grade certificates, as the holder of a third-grade certificate may be paid as much as one who ho'ds a certificate of the first grade. The superintendent recommends that a law be passed making salaries of third-grade teachers ir .. ten to twenty dollars per month: those of second-grade teachers from twenty to thirls -five dollars per month; and that teachers of the first grade shall not he paid less than thirty-five dollars per month, if there are sufficient funds for a three months’ session at that rate, nor more than fifty dollars unless there are sufficient funds to run the schools six months or more at that rate, or where the patrons supplement the salary of the teacher. RENT OF SCHOOL LANDS. In many townships of the State the sixteenth sections of school lands have never been sold, hut are leased as provided by law, and the money received from them is reported to the county superintendent, but the law requires no report of it to be made to the State superintendent, so that it might he deducted from the apportionment to such townships. A law should be passed requiring the county superintendents to notify the State superin¬ tendent of all money received as rent from school lands. teachers’ examinations. The law prescribes upon what branches and by whom teachers shall be examined, and that correct answers shall be given to 70 per cent, of the questions in order to obtain a license. The questions are prepared by the boards of examiners in the different conn- ties, and there is a great difference in the character of the questions asked. In some counties questions are asked candidates for third-grade certificates that only the most thorongh scholars could answer, while in other counties only the simplest questions are given candidates for certificates of the first grade. Frequently catch questions " are given, or such as require a retentive memory only. The superintendent thinks that it should be the dr.:- bate superintendent, assisted by two experienced teachers, to prepare different series of questions to be sent out together with rules for conducting the examinations, to the different boards of examiners. This plan has been adopted in many of the States and gives very general satisfaction. EEC03AMENDATI0NS. Superintendent Palmer recommends : That an appropriation for the benefit of the pub¬ lic schools of not less than >100.000 be made in addition to the regular annual appropria¬ tion. Thattbe State constitution be so amended as to authorize and require the levy and collection of a tax not exceeding five mills; on the dollar, in counties, cities, towns, town¬ ships, or other school districts, to he used for building and furnishing school-houses, or for other school purposes. That all county superintendents be elected by the people, that their salaries he increased from $75 to $150 per annum, and that they be required to visit every school in their re¬ spective counties, for which they shall receive compensation out of the county treasuries. That provision be made by law for securing a complete enumeration of all persons within the school age. That the pay of teachers be graded according to their certificates. That the scholarship required for a third-grade license embrace such a fair knowledge of English grammar as will enable the applicant to speak and write the language with reasonable correctness, and that all applicants for a teacher’s license be required to pay 50 cents before being examined. That the poll-taxes collected each year from each race be made the basis for teachers’ contracts and payments the succeeding year. 92 EDUCATION REPOET, 1887-88. That the right of appeal from decisions of township superintendents and trustees be extended. That county superintendents be required to report to the State superintendent as to the renting of school lands. That probate judges be required to report abstracts of the assessments of poll-tax to the auditor instead of to the State department of education, and that by the last day of July, or as soon as settlements are had with the collectors, the auditor shall certify to the department of educatioa the amount of poll-taxes paid into the State treasury to the credit of the school fund of each couuty and school district receiving its school fund direct from the State treasury. “That county superintendents be required to send to this department but one pay¬ roll, retaining a duplicate, which, together with the original, when returned with the funds f^r payment of teachers each quarter, shall be signed by the teachers and retained by the county superintendent and filed in his office. “That tax collectors, at the end of each month in which they collect any poll-tax, shall make report of the same in duplicate, sending one report to this department and the other to the county superintendent. That the collector shall first deduct the com¬ missions allowed by law to the assessor and himself from the amount of poll-tax col¬ lected for each race in each township and school district, and report only the net amount paid into the treasury to the credit of the school fund for each race in each township and school district.” ARIZONA. The Legislature of Arizona failed to make any provision for the printing of the report of the superintendent of public instruction. For whatever information relating to edu¬ cation in Arizona is contained in this Report consult the Index. ARKANSAS. [From Report for 1886-87 and 1887-S8 of Slate Superintendent Woodville E. Thompson.'] GENERAL STATEMENTS. That the schools of Arkansas have made great advances in the last few years is ac¬ knowledged by all. This has been caused by the interest manifested by the people in the schools and their efforts to place them in a better condition, and by the faithful work of an earnest corps of teachers. The superintendent says “that no State in the Union is doing more for public schools in proportion to its taxable property than is Arkansas” — a statement which many may be disposed to accept cum grano saiis, but which he says will be found correct upon investigation. The taxes for school purposes are cheerfully paid by the people. During the last few years many valuable school- houses have been built, and now it is probable every county in the State has one or two school-houses which cost from three to five thousand dollars. No distinction is made in the schools between the children of different classes, but the children of senators, representatives, and day laborers meet in the same room and' are treated in the same manner. There is still room for improvement, however, especially in the country schools, where three-fourths of the children are educated. The term of the schools should be longer, and means should be provided for a better equipment of the schools. GROWTH OF THE SCHOOL SYSTEM. In 1827 Congress gave the Territory of Arkansas seventy-two sections of laud for the pur¬ pose of establishing a seminary of learning, but afterwards this grant was modified so as to allow the lands to be used for the benefit of the common schools. In 1836 an additional grant of the sixteenth section of every township, and seventy-two sections, known as saline lands, was made for the benefit of the common schools. From the admission of Arkansas as a State, in 1836, excellent constitutional and legislative provisions were made for the common schools, and there was a large revenue from the sales of school lands, but we find no evidences of the progress of the schools, and very probably little was accom¬ plished. The Legislature of 1866-67, composed of the best and most intelligent men of the State, passed an act providing for school revenues and for the proper administration of the system, under a State superinteddent and county commissioners, and for the ex¬ amination and licensing of teachers. From this time the schools began to make some improvement, which was steadily kept up, except during the two years from July, 1873, to 1875. From 1875 the expenditures for school purposes have gradually increased until, in 1888, we find the amount nearly one million dollars. DIGESTS OF STATE EFFORTS — ARKANSAS. 93 COUNTY SUPERVISION. Superintendent Thompson again calls the attention of the Legislature to the impor¬ tance of having a county superintendent for the public schools. No private corporation having so many persons engaged in its work and such interests involved would neglect to provide some one fully acquainted with the work by experience to see that it was properly and faithfully performed. The State is spending many thousands of dollars every year upou the public schools, and these schools are determining to a large extent what shall be the intellectual development and moral qualifications of its future citi¬ zens. When these considerations are taken into account, the necessity of competent and faithful supervision is so patent that all must acknowledge it. SCHOOL DISTRICTS. In the reports of the State superintendent for the years 1884 and 1886, attention was called to the advantages to be derived from abolishing the school districts and institut¬ ing township districts. Superintendent Thompson thinks that it is absolutely neces¬ sary to the proper administration of the schools that the change be made. There are at present four thousand two hundred and eight school districts, and more than twelve thousand directors, many of whom are not competent to discharge their duties, and others often neglect them. If the directors were chosen from the entire township much better officers could be selected, and there would be less probability of designing men getting control of the school affairs in order to defeat a school tax, or to give a teacher’s place to some dependent relative, as is too frequently the case at present. It sometimes occurs that in one of two school districts adjoining each other the school term will be eight or nine months, there will be an excellent teacher and a comfortable school-house; while in the other the opposite conditions prevail, the school term possibly being two or three months. Under the township system such differences would, not oc¬ cur; there would be no trouble in transferring a pupil from one school to another, the number of patrons at tending each annual meeting would be much larger, and the inter¬ est correspondingly greater. The testimony is given of quite a number of superintend¬ ents of States where the system has been partially or entirely adopted, showing its ad¬ vantages and a general desire on the part of school officers to abolish the district plan. TEXT-BOOKS. How to secure uniformity of text-books at the least expense is a question which has been very generally considered, and the superintendent of education of Arkansas thinks that the Legislature should take some action to secure this end. The plan suggested is State and county adoption, or else the furnishing of books by the school district. REVENUE. The amount of funds received for school purposes in 1887-88 was sufficient to secure an average school term throughout the State of only four months, and hence the possi¬ bility of longer terms without increased taxation deserves careful consideration. In 1874 and 1879 there were destroyed by mistake large amounts of interest-bearing State scrip, which with the accumulated interest up to the present time would exceed $300,- 000, all of which can easily be replaced by the State, and the permanent school fund would thus be increased to more than $500,000. Besides, the Legislature in 1875 passed an act granting to the school fund ten per cent, of the net proceeds of all sales of public school lands, but the schools have received nothing whatever from this sonree. If the addition from these sources could be made to the school funds, there would bo a sufficient amount to maintain the schools for a month longer than at present. RECOMMENDATIONS. The following changes in the school law are recommended by the State superintend¬ ent: That the State apportionment shall be made by the second Monday in September of each year, and that the auditor be required to report on the first Monday the amount for apportionment in the State treasury on the 1st of September. That the county examiners and district directors be required to make their reports by July instead of September. That the State board of education instead of the State superintendent be authorized to examine applicants for State licenses, and that each applicant be required to pay a fee of $10 which shall be used in paying the examining committees. That the returns of the annual district elections be made within ten days after said elections. That the directors be required to select text-books from the list recommended by the State board or by the State superintendent. 94 EDUCATION REPORT, 1887-88, That the county treasurer shall receive two per cent, commission on all money paid out by him on warrants drawn by school directors. That certificates of election shall be given to those persons elected district directors within five days after the election. CALIFORNIA. [From Report for 1886-87 and 1887-88 of State Superintendent Ira G. Hoitt,] GENERAL STATEMENTS. It is thought that at no time have the people received more and better work for their money expended upon schools than in the last two years. The teachers have been well qualified for their business and have taken great interest in it, and the county superin¬ tendents have made every exertion to put the schools in a condition of the greatest use¬ fulness, Two hundred and five schools report that they have not sufficient school grounds, while a large number of others report that their houses are badly ventilated and that they are not supplied with good furniture and other apparatus. The latest census returns show the population five to seventeen years of age to be 270,500, which is apparently a decrease from the number of the previous year. This is occasioned by a discrepancy in the returns from San Francisco for the two years. None but strictly honest and faithful men should be selected as school census marshals, and they should not be selected as a reward for party service; and a law should be passed forbidding that they be paid at so much per capita of the children listed, as this offers a great temptation for false returns. The State superintendent recommends that kindergartens and county high schools be made a part of the public school system of the State, and thinks that the establishment of manual training schools will be of great benefit to the State. PRIVATE SCHOOLS. The number of children five to seventeen who attended private schools during the year 1887-88 was 20,768, or 7.68 per cent., which is about the same proportion as for several years past. The principals of all private schools should be required to report both to the census marshal and to the State superintendent, so that the exact number of children in the State attending school may be known. NON-ATTENDANCE. The number of census children not attending any school during the year was 61,345, which is apparently a very large number of children growing up in ignorance; but it should be remembered that a large part of these are children under seven years of age who will probably attend afterwards, while many others are temporarily withdrawn from school for various reasons and will attend again. Still, the number is larger than it should be, and every school district should be required to furnish accommodations for every child desiring admission, or else forfeit its part of the State school money; and then the compulsory school law should be strictly enforced. TEACHERS. There are now 1,112 teachers in the State holding life diplomas. In the matter of teachers’ compensation California stands among the very first States of the Union; and she allows the same compensation for like work, whether done by men or women. No person should be employed as a teacher who is not possessed of a strong and healthy physical constitution by which he is enabled to throw life and animation into the work of the school-room, and to endure the nervous strain consequent upon teaching. COUNTY SUPERINTENDENTS. Only the very best men should be chosen as county superintendents; progressive, earnest, and practical educators; and when such have been chosen, they should be paid a reasonable salary. The salaries of county superintendents now range everywhere from $100 to $4,000, showing that while some are paid well others receive mere pittances. Each county superintendent should be required to send in a brief report of the condition and progress of each school in his county, such reports to be of the same size that they might be bound together. TEXT-BOOKS. A constitutional amendment was adopted in 1884 for the compiling, printing, and pub¬ lishing of a series of text books for the common schools of the State, which books should be sold at cost and should not be changed for four years. The Legislature of 1885 ap¬ propriated $20,000 for compiling the books, and $150,000 for the necessary plant, ma- DIGESTS OF STATE KEPORTS - CALIFORNIA. 95 terials, and labor. The books to be printed were: Three readers, one speller, one arith¬ metic, one history of the United States, and one geography. The following persons were entitled to make orders for books: County superintendents of schools, principals of State normal schools, secretaries aud clerks of school districts, and retail dealers. The present State superintendent states that when he came into office “ no adequate means had been provided for the distribution o; the text-books, aud no provision what¬ ever had been made tor producing additional books after the first appropriation should become exhausted, the first editions of the books sold, and the money paid into the State treasury. ’ ' In 1867 an amendatory and supplementary act was passed making provision for the following text-books, in addition to those previously mentioned: One elementary arith¬ metic: one elementary grammar, or language lessons; one elementary geography; one physiology and hygiene, including a system of gymnastic exercises, and special instruc¬ tion as to the nature aud effects %>f alcoholic drinks and narcotics. One hundred and sixty-five thousaud dollars, together with the unexpended ba’ance of the former act, were appropriated to cover the expense of printing the books, and $15,000 for compila¬ tion. “The poor binding of the first edition of the readers and speller has been the principal cause of complaint concerning the books. Fortunately, however, the first editions of these books were not large, and the superintendent of State printing was requested to notify the then foreman of the bindery that no more inferior work would be accepted or passed by the board of education. No complaints have been made concerning the bind¬ ing of subsequent editions, and we doubt if any publishing house can be found which turns out better presswork and better binding on text-books thaa that which is now done at the State printing office at Sacramento, under the superintendence of Mr. J. D. Young. The following shows the cost of the books: Prices of boohs now issued and ready for use , June 14, 1888. Name of book. Cost Price at Sacramento. Cost by Mail. Price to Pu- ! pil from Re- j tail Dealers. First Reader . Spiyinii Reader . Cents. 15 33 54 25 8 42 70 Cents. 20 41 66 31 25 50 50 82 Cents. 20 40 65 30 25 50 50 SO Third Reader . Speller . .. . .. . Primary Number Lessons . Advanced Arithmetic . : . English Grammar . . . . . United States History . One of the important results of publication by the State is that uniformity of text¬ books is secured throughout the State. The State superintendent says: “Having been one of the earliest advocates of a State series of text-books, it has not only been my duty but my purpose and pleasure to aid in giving the scheme a fair trial, and bringing the experiment to a successful issue, .-lime some of the books have been issued and gone into use I find many persons who. being opposed to the undertaking at first, have now become convinced of its feasibility and economy. Some of the books have been pronounced the best of their kind, and I am of the opinion, judging from my ob¬ servations in various schools which I have visited, and from the expressions of superin¬ tendents and teachers at institutes, that the experiment thus far has fully met the ex¬ pectations of its most ardent friends, and that the books themselves are giving a good degree of satisfaction. “If the books are as good as others, or will answer the purpose as well, then the ques¬ tion which most concerns the parents is, Which will cost the least? It may be claimed, and must be admitted, that it costs the State more to manufacture the books than it would cost a private publishing house. The State pays better wages than the private pub¬ lisher, and works its help eight hours a day. while the private publisher works his help ten hours a day. But the consumer is interested not in the actual first cost of the books, but in the cost to him. “Since the State charges no manufacturers’ profit, no jobbers’ profit, and ‘the retail dealer is allowed by law to charge no more than it would cost the pupil to have the books sent to him by mail (the retail dealer making only the difference between postage and freight!, it follows that the consumer, or pupil, pays the private publisher, or his retail dealer, from thirty to sixty-six per cent, more than he is required to pay the State for his text-books.” 96 EDUCATION REPORT, 1887-88. COLORADO AND COXXECTICTJT. The School Reports of Colorado and Connecticut were not received in season to be considered in this part of the Report, but abstracts of themmay be found at the close. See Index. DAKOTA. [ From, Report for 1886-87 and 1887-88 of the Territorial Board of Education of Dakota.'] GENERAL STATEMENTS. The progress made in the educational affairs of Dakota, as shown by the statistical summary of the last five years, given in the report of the Territorial Board of Educa¬ tion, has been very rapid. This progress has been fhade by all grades of the schools, from the ordinary ungraded schools to the colleges and universities; and it has been a general progress, an increase in attendance and in amount of expenditures, a better qual¬ ity of work, and longer school terms. School officers and teachers have worked harmon¬ iously together to place the schools on a higher plane of usefulness, and we now find the outlook for the future most promising. Less than one-fourth of the county superintendents made their reports within the time required by law, the difficulty being caused by a failure of township and district clerks to forward their reports promptly, and in many cases then they were inaccurate. If a Territorial fund were raised to be distributed among the districts when full and accurate reports had been made from them, it would soon remedy the evil. It would also be of much assistance to poor and unimproved districts. The annual salary of the district clerk should not be paid until he presented a receipt for his prompt report from the county superintendent. Instead of a report being made by the board of education only every two years, it should be made annually, so that the matter contained in it might be fresh and of greater interest. FINANCIAL CONDITION OF THE SCHOOLS. The finances of the schools are generally well managed, and in this respect the schools are in a very prosperous condition. The amount of warrants outstanding is not large, and generally sell for almost their full value, while the bonds always sell for their face value and frequently above par. The warrants draw interest at eight per cent. , and the bonds at from seven to eight per cent. The board of education has endeavored to get the schools to operate on a cash basis, and has discouraged the issuing of bonds, so that fewer bonds were issued during the last year than for many years previously. The interest on those issued is usually paid promptly, but in some cases it was neglected and caused com¬ plaint. On account of recent changes in the school law some uncertainty exists as to who is authorized to issue the bonds, and unless some action is taken on the matter by the Legislature the bonds will not command as good prices as they should. DISCREPANCIES. An examination of the reports of county superintendents for the last five years shows quite a discrepancy in the amount of money on hand the last day of the school year and the first day of the next year, although the amount should be the same; in most cases, too, the amount of money on hand is Jess than that reported as left over. The balance on hand June 30, 1884, was reported as $296,000, but the amount on hand July 1, 1884, the next day, was $262,000, showing a loss of $34,000. The next year there was a loss of $218,000, and the next year a loss of $145,000, but on July 1, 1887, there was a gain of $27,000. It is thought that these discrepancies are mostly due to carelessness and imperfect book-keeping, but it is quite probable that among the two thousand officers there are some dishonest ones. As the amount of public money paid out for school purposes is larger than that for any other purposes, it should be required that a perfectly accurate account of it be kept. At present the township and district treasurers receive the money from the county treas¬ urers and pay it out on tho order of the clerk and chairman of the school board; but it would be better if it were the duly of the county treasurer himself to disburse all the school funds of the county, as that officer is usually a good financier and is placed under bond to discharge his duties faithfully. SCHOOL LANDS. The subject of school lands is one of the most important connected with the schools of Dakota. The number of acres is about two millions, with an estimated value of about ten millions of dollars, and as the tilne is drawing near when Dakota shall beoome a DIGESTS OF STATE REPORTS — DAKOTA. 97 State and the title to the lands shall be transferred from the National Government, the question of the management of the school lands becomes one of great importance; es¬ pecially so when the history of school lands in other States is considered, for it is gen¬ erally found to be a history of “extravagance, waste, fraud, and disappointment to the friends of education.” In many parts of the Territory settlements have been made on the school lands, and in others much valuable timber has been removed from them, and, unless some steps are soon taken to check these trespasses, so great will be the number of depredators that they will be able to influence legislation in their favor, and the public schools will be thus robbed of their resources. If the school lands are sold and the funds invested for the benefit of the schools, the principal can never increase while the interest must gradually decrease; but if the lands are held by the State and leased out on long terms, the value of the lands would greatly increase and the school funds be thus augmented, and in no case could the loss exceed one year’s income. This plan is strongly recommended by General W. H. H. Beadle, ex- Territorial superintendent of public instruction, wlnris better acquainted with the sub¬ ject than any one else in the Territory, and it is fully endorsed by the board of education. In connection with these lands it should always be remembered that they were granted by the General Government for the benefit of the common schools; special grants having been made lor universities, normal schools, and the agricultural college; that the lands granted to many of the other States have been sold and the money wasted, and it there¬ fore becomes the people of Dakota to guard thehra with jealous care lest another dark chapter be written in the history of public-school lands. SCHOOL-HOUSES. There are four thousand one hundred and two school-houses in the Territory, with an estimated average value of about eight hundred dollars; the number of children of school age to each house, according to the latest estimates of the population, is twenty- eight. In school accommodations for its children, therefore, Dakota ranks with the first States in the country. Many of the houses, though, are not built with as much regard to the com¬ fort and convenience of the pupils as the extreme cold and severity of the winter storms require. All of them should be built with a fuel pit or cellar beneath them so that it would not be necessary to leave them in severe weather to secure fuel. The last Legislature authorized the department of education to “adopt the best plans and specifications for the construction of school-houses, and to furnish the same to the various school boards of the Territory, when needed, free of charge. ” Quite a number of urgent requests for plans were received, but as the Legislature made no appropria¬ tion to secure them, nothing could be done by the department. A small appropriation should be made for this purpose, and a saving of money in the construction of houses will result, as well as the insuring of better light, heating, ventilation, and sanitary condition. EQUIPMENT OF SCHOOLS. Sixty-one schools are without blackboards, and 1,034 without an unabridged diction¬ ary. Two hundred and seventeen have school libraries containing 4,937 volumes. Lo¬ cal school officers have been encouraged to avail themselves of the provisions of the law regarding libraries, as it is thought that they will prove of great value to the children. UHIFOEMITY OF SCHOOL SYSTEM. Seventy-six counties of the Territory have the township system, and fifteen the dis¬ trict system. The two plans have thus been in direct contact, and with the exception of the fact that the district brings the people into close relations with the schools, all the arguments are in favor of township districts. In the counties operating under the dis¬ trict system the law has been so obscured by enactments, repeals, and reenactments that it is difficult to determine what the law is, and many disputes have been occasioned. It is very desirable that the Legislature place these fifteen counties under the township plan like the other seventy-six counties. SCHOOL TEEM. The average length of a school term in 1837-88 was one hundred and six days, three less than in the previous year, the decrease being caused by a failure of crops in a few of the counties. The highest average in any county was one hundred and forty-three days, the lowest was sixty-three days; but one hundred and fifty districts had no school at all. The law does not require the schools to be open any specified length of time, and in some of the districts the officers would not levy a sufficient tax to provide schools. It should be required that every district maintain a school for at least five months, and in case of failure that the county superintendent be empowered to do so. 7 ED 98 EDUCATION REPORT, 1887-88. COMPULSORY EDUCATION. In 1886-87 the per cent, of children attending school was 83, hnt in 1887-88 only 81; hence it would seem that the compulsory law was a dead letter; yet there have been instances where the law has had effect, though it should have had much greater effect. An education is not intended simply for the benefit of the child and parent. but for the welfare of the State also, and so when public schools have been established by the State it has the right to require that all the children shall be educated. TEACHERS. The number of certificates of the first grade issued during the year 1887-88 was 246, of the second grade 1,442, of the third grade 2,153, and the number of applications rejected was 493. While the ratio of male teachers to female has been about the same for several years, the salaries of males have been gradually diminishing to that of the female teachers, showing that the latter are quite likely to prove themselves competent for the work. The standard of teachers has been, raised very much, especially by the law of 1887, but it is thought desirable to maintain this standard for a time at least, and that sufficiently high wages be paid to get good teachers. On account of the low wages and shortness of the term, most of the teachers are required to seek other employment during the rest of the year. STUDIES. Of the 93,826 pupils enrolled only forty thousand have been studying physiology and hygiene. The law requiring this instruction has met with very little opposition, and it is probable that it will soon be very generally complied with. Strong efforts have been made to introduce drawing into all the schools, and much attention has been given to it at meetings of teachers. There is a great tendency to crowd too many things into the school course, but it is thought that this branch can he made to occupy the attention of the pupils during leisure moments and be of much benefit to them. According to the requirements of the law. the board of education, after getting all the information possible on the subject, prepared a regular course of study for common schools, including the high and normal schools, and forwarded copies of it to all the teachers and school officers. In the normal schools it proves quite satisfactory, and when it shall have been longer in the common schools it will probably prove very ad¬ vantageous, especially in economizing time and force. COUNTY SUPERINTENDENTS. The influence upon the schools of a thoroughly qualified county superintendent is very great, and he can assist very much in making them a success. He should be the lead¬ ing educator of the county, and in all cases should be required to hold a first-grade teacher’s certificate, as it would he absurd to have a superintendent whose duty it was to examine teachers, hut who could not pass the examination himself. Most of the su¬ perintendents in Dakota are men prepared especially for teaching, but in some cases in¬ competent ones are chosen, and the board of education should have the power to remove such. The term of office of county superintendents should he made longer. ; TEACHERS’ INSTITUTES AND CLASSES. The whole number of teachers attending the institutes during the year was 16,214, the average number to each institute being 147. Conductors, school officers, teachers, and patrons all unite in testifying t'o the successful operation of the institutes, the useful instruction given, and the great benefits received. In order to increase the number of teachers who had received special professional in¬ struction, the number of graduates of the normal schools not being sufficient to supply the schools, provision has been made by the State for a number of years for teachers’ classes in academies and union schools. These classes are under the management of the board of regents of the university. During the past year there were 195 of these classes, in which 3,258 students received instruction for ten weeks or more, at a cost to the State of $33,091. These classes have hitherto failed to accomplish the work desired and expected. They should be reorganized and should have a much longer term than ten weeks. At a conference of the academic principals a resolution was adopted that, in order to increase the efficiency and usefulness of the teacht rs’ classes, they should be placed under the management of the department of public instruction, as they would then be in closer relation with the other agencies for the instruction of teachers. INDUSTRIAL AND FREE-HAND DRAWING. There can be no doubt as to the advantages to be derived from manual training both in an educational and utilitarian view. As to whether the incongruous and irrelevant work advocated by some should be incorporated in the regular school work, however, is an entirely different question. The training of the eye and hand can be most fully and advantageously accomplished by thorough training in free-hand and industrial drawing, not simply drawing from copies, but from actual models. Strong efforts have been made during the past year to secure full compliance with the law requiring free instruc¬ tion in this department to be given in cities and union free school districts. In some places the law was not complied with. Special attention has been given this subject in the teachers’ institutes, and, after a little more time for preparation and improvement, it should be included in the examination of teachers. LIBRARIES. New York was the first State to begin the establishment of libraries in connection with schools. From 1839 to the present time au annual appropriation of either fifty or fifty-five thousand dollars has been made for libraries, but good libraries are- not yet gen¬ erally established. In 1853 the number of volumes reported in district libraries was 1,604,210; since that time, although the appropriation has been continued regularly, the number of volumes has regularly decreased until in 1887 the number of volumes was 737,716. The most of these are in the cities and large towns where there are other li¬ braries, and where they are consequently not needed so much as in the isolated rural dis¬ tricts. There are many ways in which to account for these failures. The selection of books was left to the district trustees, who were frequently incompetent to discharge the task properly, book-cases were not provided and the books were not carefully looked after, and in many cases, especially where the amount was small, the money was diverted to other purposes. Inquiries were sent out during the past year to many men prominently identified with the interests of the State, and to many librarians, asking their opinion as to the advisa¬ bility of continuing the district libraries and, if continued, how best to improve them. They were almost unanimously of the opinion that the libraries should be continued and enlarged. The libraries at first established were intended to be public libraries, and the manage¬ ment of them simply was intrusted to the teachers. SCHOOL-HOUSE DESIGNS. According to the authority granted by the Legislature in 1887, a number of designs for school-houses of low cost were obtained from different architects, and have been pub¬ lished, and received general commendation. The designs were accompanied with sug¬ gestions relative to school grounds, ventilation, lighting, heating, etc. Many applica¬ tions have been received from all parts of the country for specifications and estimates necessary for the construction of the buildings. The designs serve the double purpose of emphasizing the importance of artistic and well-adapted buildings, and of securing their erection at the least cost. * DIGESTS OF STATE REPORTS - NEW YORK. 133 OUT-BUILDINGS. “Strenuous efforts have been made during the year to secure the general execution of chapter 588 of the laws ol‘ 1887, which provides that each school building shall have water-closet accommodations for each sex, and entirely separated each from the other, and which shall be of suitable character and kept in proper condition.” “ The result, has been a very general compliance with the statute, and an overhauling of school out buildings such as the State never before witnessed. Still, there are some slow districts. School commissioners have been required to certify that all districts in their territory have complied with the law, or to specify the ones which have failed to 'do so, and their reports show a few which have neglected the matter.” There should be a sanitary inspector of public school buildings whose duty it should be to see that all public school property was kept in a condition of healthfulness and comfort. SCHOOL MEETINGS. The time of the annual school meetings is the second Tuesday in August, and the schools usually begin in the first or second week of September. This does not afford a sufficient interval for trustees to get the buildings in proper order, and for the employ¬ ment of teachers. It frequently happens, too, that teachers expect to teach in the same school, but by a change of trustees they are thrown out of employment and have not sulRcient time to maie proper arrangements for the next term. The school meeting should be held at least a month earlier. INDIAN SCHOOLS. There are 1,540 Indian children of school age in the different reservations in the State* There are thirty schools for them, and the number of children enrolled la-t year was 1,082; the average daily attendance 420. The average duration or the schools was thirty- six weeks. Great care has been exercised in the management of these schools; good teachers have be«a employed, new school-houses erected, and old ones repaired, so that the general equipment of the schools has been better than that of most of the ordinary rural schools. AEBOIt DAY. According to the laws of 1888 the Friday following the first day of May in each year shall be Arbor Day. Programmes of suitable exercises lor the occasion will be issued, and it is hoped there will be a general observance of the day so that encour&gement may be given to the planting and preservation of trees and shrubs. PEDAGOGICS IN COLLEGES. Quite a number of graduates of colleges become teachers, and it would be well if more of them did so. In a few colleges provision is made for regular instruction in peda¬ gogics. It is thought that it would prove highly satisfactory to teachers aud a large portion of the students if the department of public instruction were authorized to fur¬ nish courses of lectures for two or three weeks annually on education, school manage¬ ment, and school methods in the different colleges desiring them. APPORTIONMENT OF PUBLIC MONEYS. Hitherto the money supplied by the State superintendent to the counties, in addition to the district quotas, has been apportioned as follows: One-half according to the school population, the other half according to the average daily attendance. But, as the aver¬ age daily attendance was higher where the terms were shortest, those counties which maintained schools for the minimum term of twenty-eight weeks received most money. The Legislature of 1887 changed this so that the aggregate number of days’ attendance should take the place of average daily attendance in the apportionment of funds. It is recommended by the State superintendent that the minimum school term be made thirty -two weeks instead of twenty-eight. NEW LEGISLATION. A memorandum of ihc contract to be given each teacher. — An act passed by the Legislature May 16, 1887, requires that there shall he delivered to each person employed as a teacher* in a public school a memorandum of “the details of the agreement between the parties, and particularly the length of the term of employment, the amount of compensation, and the time or times when such compensation shall be due and payable,” and it is re¬ quired that the pay shall be due “at least as often as the £nd of each calendar month of 1 he term of employment. ’ ’ hi relation to water-closets. — “The hoard of education, or the trustee or trustees having supervision over any school district of this State, shall provide suitable and convenient 134 EDUCATION REPORT, 1887-88. water-closets or privies for each of the schools under their charge, at least two in num¬ ber, which shall be entirely separated each from the other and having separate means of access, and the approaches thereto shall be separated by a substantial close fence not less than seven leet in height. It shall be the duty of the officers aforesaid to keep the same in a clean and wholesome condition and a failure to comply with ihe provisions of this act on the part of the trustees shall be sufficient grounds for removal from office, and for withholding from the district any share of the public moneys of the State.’’ Evening schools for free instruction in industrial drawing. — Authority is given the school officers ‘ ‘ to establish and maintain evening schools for free instruction in industrial drawing, whenever the city authorities in any city or the qualified electors duly con^ vened in any union free school district shall so direct, and shall make provision for the maintenance of such schools. In addition to the powers now conferred by law upon the authorities of any city, or upon the electors of any union free school district in the State, such authorities and such electors shall also have power, whenever they shall think it advisable, to raise such moneys as shall be necessary to carry out the purposes of this act. ’ ’ The following laws and amendments to laws were passed by the Legislature of 1888: Teachers ’ certificates may he granted certain persons without an examination. — The State superintendent of education may, in his discretion, issue a certificate without examination to any graduate of a college or university, who has had three years’ experience as a teacher, such certificate to be known as a college graduate’s certificate, 5 ; and may be revoked at any time for cause. He may also, in his discretion, indorse a diploma issued by a State superintendent or a State board of education of any other State, which in¬ dorsement shall render them equivalent to like diplomas and certificates granted in the State of New York. He may also issue temporary licenses to teach, limited to any school commissioner district or school district, and for a period not exceeding six months. School commissioners may make repairs or additions to school furniture. — The law relating to the powers of school commissioner was so amended that he may direct the trustee to make any repairs or additions to school furniture deemed necessary, provided the ex¬ pense shall not in any one year exceed one hundred dollars. # School commissioners may issue subpoenas to compel attendance of witnesses. — When directed by the superintendent of public instruction the school commissioner may issue subpoenas to compel the attendance of witnesses, and npon failure to attend the delinquent may he fined by the county judge twenty-five dollars, and in case such penalty is not paid, he may be committed to jail for twenty-five days. Town plerks to distribute books. — It was made the duty of the town clerk to distribute to the trustees of the school districts and separate neighborhoods all books forwarded to him by the State superintendent or school commissioner lcr that purpose. Site not to be changed without the consent of the school commissioner. — The law relating to changing the site of school-houses was amended so as to require the written consent of the school commissioner having jurisdiction before such change can be made. School commissioner to appoint trustee to fill vacancy. — In case a vacancy in the office of school trustee is not filled in one month’s time the school commissioner of the commis¬ sioner district may appoint some competent person to fill it. and shall file the appoint¬ ment in the office of the district clerk; he may also accept the resignation of any school district officer. When a vacancy occurs in the board of trustees of a union school dis¬ trict, and the board makes no provision for filling it and no election is ordered for that purpose, it may be filled by the school commissioner having jurisdiction. But the super¬ intendent of public instruction may order a special election to fill such vacancy. No order or draft to be given unless there is money to meet it. — It is made a misdemeanor, punishable as such, for a trustee to give an order or draft upon a supervisor or collector unless such officer shall at the time have sufficient funds to meet the obligation. Union f ree school districts may issue bonds for making additions to school-houses. — The law relating to the issuing of bonds by union free school districts was so anaended that bonds may be issued for securing money to make additions, alterations, or improvements to buildings or structures belonging to the district. Salary of deputy superintendent. — The salary of the deputy superintendent was fixed at four thousand dollars per annum. Arb.or Day established. — The Friday following the first day of May in each year was made Arbor Day, and it is made the duty of the school authorities of each school in the State to assemble the pupils upon that day in the school building or elsewhere, and to provide for and conduct such exercises as shall tend to encourage the planting, protect¬ ing, and preserving of trees and shrubs, and an acquaintance with the best methods to be adopted to. accomplish such results. The State superintendent is authorized to pre¬ scribe a course of exercises and instruction in such subjects to be observed on that day. Industrial training provided for. — Boards or departments of education of cities and villages DIGESTS OF STATE REPORTS-^-NOimi CAROLINA. 135 and of unLou free schools and trustees of public school districts arc authoris'd to establish departments in their schools lor teaching and illustrating the manual or industrial arts, and to establish and maintain such shops as may he necessary for this purpose whenever the authorities now authorized by law to raise money by taxation for school purposes shall make provision for such departments, which they are now authorized to do. The State normal and training schools are required to include in their courses of instruction the principles underlying the manual or industrial arts, and also practical training in the same to such extent as the State superintendent may direct, aud to such further ex¬ tent as the local boards of such schools may direct. NORTH CAROLINA. [From Report for 18S6-S7 and 1837-83 of Slate Superintendent S. AT. Finger .] GENERAL STATEMENTS. The statistical returns show that there has been a slight increase in school population, enrolment, and attendance. Duringthe last four years the number of white children has increased 13. 2 per cent. , while the colored children increased 11.2 per cent. The in¬ crease in enrolment and average attendance of white children was a little greater than that of colored children. It is frequently stated that the colored children attend the public schools better than the white children, bub the returns show that it is untrue. Besides, a large number of white children attend private schools. It should not be in¬ ferred from the fapt that only 58 per cent, of the^children are enrolled that the remaining 42 per cent, never attend school at all. Many of those not enrolled have already attended school, perhaps for several years, others will attend afterwards, while others still are attending private schools or colleges. The schools have enrolled a larger per cent, of the total population of the State than we find enrolled in several of the States where the public schools have been placed in a very prosperous condition. While some improvement has been made in the condition of the school-houses, a large number of them are unfit for use, and, in many cases, it is with risk to the health of the children that they are used. One of the worst features of the public schools of the State is the short length of time they are in operation, the terms varying from two to four months, the average being only about twelve weeks. It is, of course, impossible for the schools to accomplish much in such short terms. When it is considered that several other Southern States, situated in the same way and laboring under the same difficulties, have much longer school terms, it would seem that the people of the State are not doing all they can towards the improve¬ ment of the public schools. TEACHERS. There are many teachers throughout the State who are yet only school-hoys and school-girls, without a sufficient knowledge of the studies they must teach, and espe¬ cially without a knowledge of the best methods of imparting instruction and of govern¬ ing a school. It is a very prevalent idea that it is only necessary for a person to under¬ stand the different text-books in order to make a successful teacher, but very great changes have been made in the methods of teaching, and as the public schools are per¬ manent institutions, and those who become teachers in them are likely to remain so for several years, it is desirable that they acquire at first the knowledge which has been obtained by others after years of experience. The superintendent thinks that it would be well if some instruction as to the methods of teaching were given in the State Uni¬ versity and the different colleges, but that a regular training school for white teachers should be established, eight thousand dollars per annum already being given to the normal schools of the colored people, The training school should he so conducted that the professors would have time to hold county institutes for two or three months in each year, COUNTY SUPERINTENDENTS. It is urged that there are very strong reasons why the county superintendents of schools should be made treasurers of the boards of education, and so handle all of the school money, instead of it being done by the county treasurers as is now the case. At present the county superintendent is paid from two to three dollars per day for the work done, while the county treasurer gets a larger amount for simply handling the money, which is a manifest injustice. Under the system before the War the county superin¬ tendent was paid two and one-half per cent, for managing the school funds, and if he visited the schools he was paid an additional amount. The expense of the school man¬ agement then was about the same as at present, but the superintendent got the benefit of it all, and so, as the remuneration was greater, better men could be obtained as su¬ perintendents. There is much greater need of competent superintendents now than 136 EDUCATION REPORT, 1887-88. then, as there is much more work for them to do, and much greater need of supervision. While examinations serve as a primary test of the competency of teachers, the ultimate test can only be made in the school-room, and should be made by the superintendent, and the teacher graded accordingly. It is highly important that such legislation be made as will transfer the management of the school funds to the county superintendents, and if done the commission for its management may be reduced from three to two per cent., which will save a considerable amount. It would add very much to the conven¬ ience of teachers, committeemen, and others, and would secure to the State superintend¬ ent prompt reports of the receipts and disbursements of funds — something which he has not been able to obtain from county treasurers. SCHOOL FUNDS. The chief cause of inferior school-houses and insufficient teachers is the want of suffi¬ cient funds. While the amount spent for school purposes throughout the United States was about two dollars i)er capita of the total population, in North Carolina it was only thirty-nine cents per capita. The Constitution of the State requires the General Assem¬ bly to provide for the maintenance of a system of public schools by taxation and other¬ wise, and it is a mistake to suppose that measures for this purpose will be unfavorably received by the people. It is true that the people of the State are poor and should be taxed as little as possible, but on account of this poverty the public schools are a greater necessity, in order that the children may be educated at home. MANUAL TRAINING AND INDUSTRIAL EDUCATION. In this respect the boys and girls in the rural districts have an advantage over those in the cities, for the work that a farmer boy has to do — sharpening plows, repairing ma¬ chinery, making hoe-handles, ax-handles, etc. — requires him to reason, think, and ob¬ serve. The girls, too, find abundant work in the field and house to keep both brains and hands busy, and to secure mental and physical development. Three-fourths of the people of the State are agriculturists, and, as soon as it can be done advisably, some in¬ struction should be given in the public schools as to the elementary principles of agri¬ culture. OPPOSITION TO PUBLIC SCHOOLS. Su perintendent Finger states that it is needless to disguise the fact that there is strong opposition in North Carolina to the public school system. This arises in the first place from the sentiment that it is wrong to tax one man to educate the children of another. Those who hold to such opinions consider the education given by the public as a charily, just as when food is given to those suffering from want. But this was not the principle upon which State education was founded. It was thought necessary that the people be educated in order that they might properly discharge their duties as citizens, and secure the safety of the established institutions; and it was recognized that the material prog¬ ress and prosperity of the people depended to a large extent upon their intelligence; proofs of which can be easily found in our own country. Another cause of antagonism to the public schools is the heavy burden of taxation cast upon the impoverished white people of the State who pay nearly all the taxes which go to support the schools of both whites and colored. This antagonism is intensified by the prevalent opinion that education spoils the negro as a laborer. It is estimated, too, that from fifteen to twenty thousand negroes do not list themselves for taxation, and a large portion of those listed fail to pay the tax, so that in these two ways there is a loss to the school fund of about seventy-five thousand dollars, besides a loss to the poor fund of twenty-five thousand dollars. PRIVATE SCHOOLS. Although it was impossible to get full information as to the private schools and col¬ leges of the State, the statistics are sufficient to show that this is a very important item and becoming more so every year. About twenty-five thousand of the young people of the State are attending them. It is a matter of congratulation that the efforts made to raise endowments for the different colleges of the State have been so successful, but efforts should be made to establish institutions for the young women also. RECOMMENDATIONS. The following recommendations were made to the Legislature: That the law be so amended as to require the condemnation of houses unfit for use and the construction of better ones. The establishment of a thorough system of county institutes and examination of teachers, and that all teachers be required to attend the institutes. The establishment for the whites of a teachers’ training-school, and an appropriation for this purpose and for the county institutes of §10,000 per annum. DIGESTS OF STATE REPORTS — OREGON. 137 Th 3 abolition of the present summer normal schools. If the fiuaueia] condition of the people will hear it, an additional annual appropria¬ tion by the General Assembly, to lie distributed to such districts as will supplement by private subscriptions their school fund, and to such towns, townships, and cities as sup¬ plemented their funds by special taxes. More active supervision by county superintendents and better pay for them. Severe penalties upou all officers who have auvthing to do with levying, collecting, or disbursing school funds if they fail to perform their respective duties. That the county superintendent be made the treasurer of the board of education. An amendment to the constitution allowing taxation for schools beyond 66$ cents on $100 of property, and $2 on the poll. That teachers shall be examined ou some work on methods of teaching and school management. * That the fiscal year of schools close June 30 instead of November 30. OHIO. For information contained in this report relating to education in Ohio consult the Index. If the State School Report is received in season, an abstract of it will be given at the close of this volume. OREGON. [jFVojji Report for 1836-87 and 1S37-SS of State Superintendent E. B. McElroy .] In compliance with the laws of Oregon, the superintendent visited many of the schools of the fctate, and he made close inspection as to the condition of school-buildings as re¬ gards ventilation, lighting, and heating, neatness of rooms, the condition of the school grounds, the attendance of pupils, the methods of the teachers, etc. In some places the school buildings and the care of the school grounds gave strong evidence of enterprise and progress: but in others the very reverse was true — buildings dilapidated, grounds unenclosed, no shade trees, and a general appearance of a want of progress. In the towns and cities the schools were usually in a flourishing condition, good teachers were employed, and the furniture was of the latest and most improved character. The superintendent also visited some of the best schools of Iowa, Missouri, Illinois, Indiana, and Pennsylvania. PUBLIC EDUCATION. Schools and higher institutions of learning are established in all parts of the State, so that a free education is offered to every youth, and the avenues to success and honor are open to all. Hundreds of intelligent men and women have been added to the commu¬ nities, and the benign influences of the schools are found on every side; and as the pub¬ lic schools have now become an established institution, it only remains for the people to strengthen, improve, and elevate them. DISTRICTS. The reports of the county superintendents show that in March, 1833, the number of organized school districts in the State was 1,518. Some of these districts were very large, fifteen to twenty-five square miles, while the average size of the districts was about nine square miles. The boundaries of the districts are very irregular, and in some cases the districts are divided by deep ravines or rocky spurs. In some districts which are very large the schools are located near the centre, and some of the children are re¬ quired to go for miles to school; but in. the more populous communities the districts are small, the school-house is within easy reach of all the pupils, and consequently the at¬ tendance is more punctual and regular. The board of directors of each district has the authority to locate the school-house, and in all ca-es it should he done with reference to the convenience of the pupils and the future growth of the community. SCHOOL CEXSUS. “The annual census made by school clerks in 13S7 gives an enrolment of S7,217 per¬ sons who drew public school funds. The census completed March 5. 1888, gives an en¬ rolment of 86,574. a decrease in one year of 643. It would appear from this that our State is on the decline rather than advancing. This is not correct. On the contrary, it is well known that, in addition to the natural increase in the State, the immigration from March, 1887, to March, 1888, was large, and, in the major portion of it, permanent. The decrease appearing above, therefore, is not real. The new law controlling the cen¬ sus report was approved February 17. 1887. Prior to that time ihe methods adopted in making the annual census returns were exceedingly careless and reckless. 138 EDUCATION REPORT, 1887-88. “It was not uncommon for children to be enrolled in two districts, and in some in¬ stances in three. The new school law requires each clerk to enroll for school purposes all persons in each district over four and under twenty years of age. This census must contain the names and ages of all children of the school ages mentioned above, and shall also contain the names of all parents and guardians resident iq the district. This enui meration is to include all youth who, at the time of taking such enumeration, actually dwell or have their home in the district.” The good results of the new law are already apparent in securing correct and accurate returns. The number of children receiving a pro rata share of the public funds is not the result of estimates and exaggeration. COUNTY SUPERVISION. In some counties of the State the salary of the county superintendent is so small that the office is a merely nominal one, and no interest is taken in the election of a suitable person. This is a great mistake. A competent and energetic school superintendent would be of great assistance to the schools in introducing new methods, giving directions to teachers, assisting in classifying the pupils, and in many other ways. Especially in a new State like Oregon, where the population is rapidly increasing and many pew enter¬ prises are being undertaken, would a county superintendent be of great benefit to the schools. TEACHERS. The demand for earnest, progressive teachers is increasing throughout the State, and the teachers already in service are making many improvements, adopting new methods, and qualifying themselves for more efficient service.' There is a tendency among some of the directors to employ cheap teachers, and frequently a young, inexperienced teacher is employed because he can be engaged for less money, or because of the importunities of some of his relatives; and in this way the experienced and thoroughly qualified teach¬ ers are driven into other businesses or to States where they will be better appreciated. Teachers, in order to do their work well, should thoroughly understand it, and they should not attempt to cover too much ground, but instead should endeavor to make the children understand fully what is taught. SCHOOL-HOUSES. From the reports of the county superintendents it is estimated that the number of school-houses in the State at the close of the year 1888 was about fourteen hundred and fifty, about ninety per cent, being frame buildings, the remainder being of bricks or logs. During the last six years about one hundred buildings, on an average, were erected each year. Many of the school-houses are comfortable and elegant buildings, but others are in a bad condition, and in some cases unfit for use. In a late edition of the school laws, as well as in the biennial report of the superin¬ tendent, plans and directions for village and rural school-buildings were given for the guidance of school officers and patrons. When possible the school-house should be erected in the centre of the district, rather than the centre of population, as the latter is liable to change. It should be situated on a gently rising elevation, and attention should be given to proper lighting, heatinr, and ventilation; cloak rooms should be provided, and a closet for the safe-keeping of movable articles. NEW LEGISLATION. Teachers’ examinations and certificates. —-The new law relative to teachers’ examina¬ tions, approved February 21, 1887, is as follows: In each county there shatt be a board of examiners, consisting of the county superintendents and two competent persons ap¬ pointed by the county superintendent, who shall serve one year, and each shall receive three dollars per day for the time actually employed in conducting the quarterly examina¬ tions, which shall be held on the last Wednesday of February, May, August, and No¬ vember of each year. Certificates shall be of the first, second, and third grade, and shall continue in force for two years, one year, and six months, respectively. Certificates of the first grade shall not be .issued to any one under eighteen years of age, nor to any one who has not taught successfully for at least twelve school months, and then only when he or she shall have stood an examination on all the branches required by law, and shall have answered ninety per cent, of all questions asked, falling below seventy per cent, in no branch. Certificates of the first grade may be renewed once upon the payment of a fee of two dollars and fifty cents. Certificates of the second grade shall not be granted persons under seventeen years of age. and then only when they shall have stood an examination, making an average of eighty per cent, on all branches, falling below sixty per cent, in no branch. Certificates of the third grade shall only be granted those persons who make an average of not less than seventy per cent, on ail the branches, falling below forty per cent, in no branch. DIGESTS OF STATE REPORTS — PENNSYLVANIA. 139 "RECOMMENDATIONS. (1) The schools should he closely inspected by the directors. . (21 Each school should lie supplied with a dictionary and the necessary apparatus. (3) The salaries ol teachers shuuhl be graded according to the experience and grade of cert ideate held. (4) Directors should employ experienced teachers for the primary grades. (5) Successful and efficient teachers should he retained and their pay increased. (6) A longer and continuous school term should be established. (7) A graded course of study should be established iu each county. (8) County superintendents should devote their entire time to general and local su¬ pervision. and should receive adequate salaries. (9) Normal institutes should be established in each county. (10) Teachers' associations should be established. (11 : School districts should be required to build wood-sheds and other necessary out¬ houses for the health and comfort of teachers and pupils. (12' Public examinations of the schools should be held at the close of each term by the county superintendent or his deputy, aud promotions made and diplomas granted. (13 ) New school districts should be required to establish a school at the expiration of one year after organization. (14) School moneys should be apportioned on a basis of the actual total attendance, instead of the total school population between the ages of four and twenty years. (15) The rate-bill plan of securing funds should be eliminated from our school system. PEXXSYIiVAXIA. [-FVcrn Report for 1837-88 of State Superintendent E. E. Higbee .] GENERAL CONDITION. The year 1887-88 was one of unusual progress in the public schools of Pennsylvania. An advance along the whole line seems to have been made. Although there were two hundred and eighty more schools than in the previous year, yet the school term was longer, being, exclusive of Philadelphia, where the term is ten months. 7.17 months, while in the previous year it was only 6.71. This is to be attributed in great part to the requirement of six months as the minimum school term. It was expected by many that, as a result of lengthening the minimum term, the monthly salaries of teachers would be reduced proportionally, but on the contrary there never has been so large an increase in themoney paid to teachers. Large and well-arranged school buildings have been erected in Newcastle. Phillips burg. Braddoc-k, Williamsport. Harrisburg. Bedford. Kittanning, and elsewhere. Many libraries have been organized and others enlarged. Freehand and mechanical drawing have been introduced in many of the schools. SCHOOL CENSUS. The number of pupils now enrolled in the public schools, exclusive of those in Phila¬ delphia. is 831,367 ; an increase over the previous year of 10.556. After making all due allowance for those who attend private schools, tins still leaves a large number of chil¬ dren of school age who attend no schoo?. As no yearly enumeration of the children is made, it is impossible to determine definitely the number of those who do not attend any school. It is therefore recommended that it he made the duty of the district direc¬ tors to make an annual enumeration of the children in their districts, so that the num¬ ber not attending school <£m be ascertained and steps taken to secure their attendance. SUPERVISION. • “No one at all acquainted with educational work can fail to recognize the necessity of close inspection. In onr city schools, where generally the interests pf education are well advanced, and great pride is taken in its success, careful inspection is. in most cases, secured. Professional educators, of superior attainments and skill, are employed, with such remuneration as their high standing demands. But in onr rural districts and sjualler villages, where au inspection of kindred character is perhaps even more needed, this important matter has been too much and too long neglected. “ Our county superintendents have done a great work since 1854. but their fields ol administration are so large as to render any close inspection upon their part impossible. They need help. Their own work, to be made thorough and efficient, must be supple¬ mented by the aid of assistant district superintendents. How can one man attend to the general matters of county school administration and at the same time carefully inspect from two to four hundred schools in districts scattered over the whole area of a county? It is simply impossible.” 140 EDUCATION REPORT, 1887-88. MANUAL TRAINING AND INDUSTRIAL EDUCATION. Superintendent Higbee thinks that the sphere of the public schools embraces more than the ordinary studies — arithmetic, history, geography, writing, drawing, etc. — and that a certain amount of manual training and industrial education should be included; that the girls should be taught “household economy, embracing the nature and kinds of marketable foods, with the proper methods of their preservation and of their prepara¬ tion for the table; a knowledge of textile fabrics ana their construction into garments and decorations, the handling of the needle and sewing-machine, and information and practice referring to all that must ordinarily challenge a prudent and intelligent house¬ wife;” that the boys should be instructed as to the “different kinds of soil and their value for agriculture, and the proper treatment of the same; the different varieties of timber which our forests yield and the methods of their preparation for market; the handling of the ordinary tools which workers in wood and metals use, and the keeping of them in proper repair.” He does not wish to be understood to say, however, that the schools snouid teach trades, turning out boys as printers, carpenters, shoemakers, etc. In the cities and larger towns manual training and industrial schools should be estab¬ lished, where those desiring to do so could pursue the course still further. Polytechnic instruction, also, should be introduced. The Legislature, at its session in 1887, adopted the following resolution: “ Resolved , That the Governor is hereby authorized and requested to appoint a com¬ mission consisting of not more than five persons, citizens of this Commonwealth, to make inquiry and report to the Legislature at its next session, by bill or otherwise, respecting the subject of industrial education, including an examination of the extent to which it is already carried on in Pennsylvania and elsewhere, the best means of promoting and maintaining it in its several grades, whether by State or local action alone, or by both combined; how far it is possible or desirable to incorporate it into the existing system of public instruction, the best method of training teachers for such schools or departments, and what changes, if any, are required in the existing system of normal schools to en¬ able them to provide such training or to meet more fully the needs of the system of public instruction as now organized in this State, with such other inquiries as the com¬ mission may itself institute or be requested by the Governor to undertake. The mem¬ bers of the commission shall serve without compensation, except for necessary expenses and clerk-hire actually incurred and approved by the Governor.” PHYSIOLOGY AND HYGIENE. The introduction of the study of physiology and hygiene has been attended with no difficulties, but has met with much favor from both teachers and pupils. The instruc¬ tion has been given mainly as a science, with special reference to the physical evils, little attention being given to the moral side of the question. In order to strengthen pupils in their determination to avoid the physical evils consequent upon intemperance, they should be instructed as to its moral and social evils also. FREE TEXT-BOOKS. School directors are authorized by law to furnish free text-books to their schools, if they see fit; and this authority is being exercised more and more every year, not only in the cities but iu the rpral district^ as well; ambit invariably gives general satisfaction. It is found to be more economical; it saves much time at the opening of schools, on ac¬ count of pupils being supplied with books at once, and it secures a much larger attend¬ ance, as parents with large families are no longer frightened by thoughts of a long bill for school-books and stationery. RHODE ISLAND. [ From Report for 18S7-SS of State Superintendent Thomas B. Stockwell .] GENERAL STATEMENTS. The schools of Rhode Island are re ported to be in a prosperous condition, well attended, taught by an unusually well qualilied corps of teachers, and giving general satisfaction. Much interest in the practical questions of the schools is being manifested by the people, and a strong desire shown for their continued and increased prosperity. There has been an unusually large increase in the number of graded schools, hut the small district schools are gradually disappearing. The average length of the schools of the State is nine months and eleven days, an increase of one day over last year, which may he attributed to the increase in the number of graded schools, all of which have a session of forty weeks. DIGESTS OF STATE REPORTS - RHODE ISLAND. 141 ATTENDANCE. The percentage of attendance at all schools to the whole school population is 78.6, a decrease of 2.7 per cent, from last year. There were 4,667 children between the ages of seven and liltceu who did not attend any school, an increase of 4 >6 over iast year. The increase in the average number belonging and in the average attendance did not corre¬ spond to the increase in the number of pupils enrolled. This is accounted for, to some extent, by the children being kept at home during the prevalence of scarlet fever, diph¬ theria, or other contagious diseases; the enforcement of the law requiring the attend¬ ance of children at school for twelve weeks also tends to diminish the average attend¬ ance for the year of the number of pupils enrolled, many of them leaving school as soon as the compulsory term has expired. When we consider the large amount of money spent upon the public schools of the State, aud the efforts made to render them attractive and profitable, it is greatly to be regretted that, on account of the indi fferenc^of parents and the selfishness of employers, so many children do not avail themselves oftheir great opportunities. The truant law should therefore be more rigidly enforced, and the children should be required to attend twenty weeks instead of twelve. “In the forty weeks spent in the workshops, chil¬ dren forget what they have learned aud go back to school to begin over again the lessons of the year before. Discouraged, listless, old before their time, they grow up to man¬ hood and womanhood with no adequate conception of their life's work.” It is thought that if the appointment of truant officers was made by the State board of education or some central authority, instead of being given as a reward for party service as at present, the law would be more strictly enforced. TEACHERS. The total number of teachers employed was 1,338, of whom only 170 were males. The number of male teachers is growing gradually less, a fact much to be regretted and avoided if possible, not because men are necessarily better teachers than women, but be¬ cause both sexes should be employed, each having characteristics not possessed by the other. The two types of mind an ; heart are distinct and were designed to have their ined effect on the youthful character. Any scheme of education and training that leaves out either is defective and can not secure that symmetrical development which is possible under the other plan. There was an increased number of teachers who had received their education at col¬ leges and universities and particularly at the normal school. This indicates that the teachers were better qualified to discharge their work successfully and satisfactorily. One serious obstacle to effective work, however, is the frequent change of teachers, one- fourth of the whole number holding new positions. The most of these changes were in the small schools, where the qualifications of teachers are not accurately determined. FINANCES. The total amount raised for schools was $930,840.25. an increase over the previous year of $86,615.09. By the late amendment to the Constitution of the State the registry tax is abolished. The income from this source last year was $19,773.15, and the school funds hereafter will be about that much less than heretofore, unless provision is made for supplying the deficiency. In reckoning the cost of instruction some interesting facts appear. Though we have paid some $13,000 more for teachers" wages than last year, we have reduced the cost on the enrolment 37 cents per head, and on the average attendance 19 cents, while a single month's instruction for each pupil remains the same as last year. EVENING SCHOOLS. These have succeeded well and have accomplished much good for many who from dif¬ ferent causes failed to secure an education during their childhood. It was mainly for such persons as these that evening schools were established, and they should not be opened to those who have the opportunity of attending the day schools. The evening schools of the last year had shorter terms and older pupils than formerly. Their suc¬ cess should not be estimated by the number of pupils attending them, for in many cases a large number of pupils is the cause of failure. Evening schools have succeeded best in those places where they have been longest established, especially where provision has been made for meeting the wants of older pupils, such as instruction in book-keeping, mechanical drawing, etc. The cost of evening schools is somewhat greater than that of day schools, but it should be remembered that night icork in any business or trade costs more than similar work done in the day. 142 EDUCATION REPORT, 1887-88. HIGH SCHOOLS. There are now ten high schools established in as many different towns, besides two that are supported by tuition. Three of these have been lately established, and another town has erected a building for a high school and will soou have it in operation. This shows that the people are no longer content with a knowledge of the three “R’s” simply, or even with the curriculum of the modern grammar school. , In addition to the direct benefits that arise from the establishment of a high school, there are some indirect advantages. As the teachers of a town are usually selected from its residents, by advancing the standard of education in a town there results the em¬ ployment of more highly educated teachers. It establishes, too, a higher mark or degree of attainment to which pupils will aspire before finally quitting school. The establishment and successful maintenance of a high school by the small town of Barrington, which has only five district schools to rely upon for its high-school pupils, shows that high schools might easily be established in many other places where they are not found, and where the children are deprived of all higher education. PRIVATE SCHOOLS. During the last few years maUy private schools have been established, and in some of the large manufacturing towns the enrolment of the private schools rivals that of the public schools. As to what is taught in them, how much and how well, it is difficult to say. The State board of education thinks that a list of studies should be prescribed for all schools in the State, both public and-private, and that supervisors should be ap¬ pointed to visit and report upon them. FREE PUBLIC LIBRARIES. There are now thirty-eight free libraries in the State, containing 144,269 volumes. It is estimated that eighty per cent, of the population are in reach of a library, and when a few more shall have been established the State Will be able to claim the dis¬ tinction which possibly no other can claim, that free schools and free libraries have been placed within the reach of the entire population. The public libraries serve the very important purpose of harmonizing and unifying the heterogeneous mass of people gath¬ ered into the State. POLITICAL FUNCTION OF THE SCHOOLS. One of the prime objects in the establishment of the public schools is the preservation of a republican form by government by educating the masses of the people and thereby enabling them fully to understand their rights and to maintain them. To assist in this, the pupils should be thoroughly instructed as to the American system of government, as to American statesmen, inventors, generals, and other celebrated men, so that, al¬ though their parents may continue to cherish the fondest affection for their native land, the children shall be fully imbued with the ideas and sentiments of this country. SCIENCE AND INDUSTRIAL TRAINING. The State board of education claims that industrial training must be given a place in the public schools, not that it should supplant anything, but that it should be made supplementary to the regular course. This kind of instruction is particularly needed now, since apprenticeships are no longer in vogue. The State superintendent thinks that this want can be met to a large extent by giv¬ ing instruction in the natural and physical sciences. “In the upper grades of our grammar schools and in the high schools, if physics were taught experimentally, the pupil would acquire from a thorough course in that study all that aptitude for handling tools, that acquaintance with the nature and uses of different kinds of materials, that oppor¬ tunity for the development of .whatever latent inventive genius there may be, which are claimed to be the real benefits to be secured from manual training. ’ ’ Geology, mineralogy, botany, and zoology are already included in the course, and it is only necessary to modify the methods of instruction in them to meet, to a large ex¬ tent, the demands for manual instruction. RECOMMENDATIONS. The State superintendent thinks that the time has come when the district system of conducting the schools should be abolished, and he cites a number of disadvantages aris¬ ing from it: such as, placing the expenditure of a large amount of money in the hands of a scattered body of persons whose principal aim sometimes is “to use up the money;” frequently the poorest teacher of a town is paid more than the best; a school is some¬ times closed for months because of the wilfulness of a trustee who can not secure the ap¬ pointment of the teacher whom he desires, or because the school building is no longer fit for occupancy and the voters refuse to make the necessary improvements. DIGESTS OF STATE REPORTS — SOUTH CAROLINA. 143 It is also recommended that n minimum standard of qualifications should Ik; required of nil teachers. At presen no standard whatever is established, but it is left to each thwn committee' to u . rmiue for itself what attainments shall be required. In some towns the teacher is required to be thoroughly qualified, while in others the committee is satisfied with recommendations and promises. It is not recommended that the State determine the degree of educatiofi •■\a t !. hilt that it shall require that every teacher shall at least reach a minimum mdard, leaviug it to each towu committee to say how much higher the standard shall be raised. AltaoR DAY. An act was passed by the Legislature iu January, 1887, making such day as may he appointed by the Governor “Arbor Day” a holiday. SOUTH CAROLINA. [.From Report for 1837-S8 of State Superintendent James H. Rice.] GENERAL CONDITION. The report of the State superintendent for the year 1887-88 acquires additional inter¬ est from the fact that it is not founded alone upon reports made to him by the school commissioners of the different counties, but to a large extent upon his personal observa¬ tion, as he visited during the year every county in the State, met with the teachers and trustees of many districts, and in many towns delivered addresses upon educational subjects. The public free schools are meeting with more favor each succeeding year, and the people are manifesting their interest in them by their efforts in many ways to improve t them. Large and comfortable school buildings have been erected in many towns and 1 local taxes voted to supplement the regular school tax imposed by the State. It is claimed that during the last two years more money has been expended in the erection of good school buildings than in any similar period in the history of the State. Special mention is made of those erected in Greenville, Spartanburg, Winnsborough, and Rock Hill. The enrolment of pupils shows a large increase; the total number being 193,434, an increase of 18,417 over that of the preceding year. The average attendance also shows a large increase, being 139,557 : an increase of 14,036. It is unfortunate that these favor¬ able statements should he offset to some extent by the unfavorable one that the average duration of the public schools was only three and six-tenths months. It should be re¬ membered, however, that iu many of the larger towns and prosperous districts the schools are continued for eight or ten mouths by local taxation or private subscriptions. The State superintendent recommends that the Legislature enact a general law allowing all school districts to levy a local tax to supplement the amount received from the gen¬ eral State fund. TEXT-BOOKS. The law requires the State hoard of examiners every five years to make a selection of text-books to be used in the public schools. Accordingly in September, 188S, tire board met and “ Resolved , That the peculiar condition of affairs in this State, by reason of which not only in each county hut in each school district there are teachers and pupils of different classes and races possessing different capacities to teach, learn, and purchase books, it would be injurious to educational interest to adopt a single list of text-books for the State. ’ ’ ‘ ‘ In order to secure flexibility in the system and to meet the varying wants of the schools, and at the same time to prevent frequent changes in text-hooks in a school, which impose vexations and unnecessary expense upon parents,” the board adopted sev¬ eral series of text-hooks, from which the county boards were allowed to select a single series for their respective counties. Any teacher refusing to use the books adopted for¬ feited his pay from the public school fund. SCHOOL COMMISSIONER. Much prejudice exists against the office of county school commissioner, which can be explained to a large extent by the perfunctory manner in which the officer discharges his duties and by his manifesting a zeal only in collecting his salary. It is thought, how¬ ever, that to abolish the office would he a fatal mistake, but efforts should be made to in¬ crease the efficiency of the office. 1 ‘ The law requires this officer to examine every teacher, and yet it allows any man who can get the votes to fill the office, when* as a matter of 144 EDUCATION REPORT, 1887-88. fact, lie can not, in many instances, examine a single teacher. This is a blunder and worse than a crime. ’ 7 It is recommended that, after the selection by the voters, the man selected should be required to stand an examination before the State board of examiners, and if he fail to pass a satisfactory examination the office be filled by appointment. It is especially important that the office be filled by one thoroughly competent to super¬ intend the schools of the county, as the people, on account of their poverty, are unable to send their children from home to be educated. INDUSTRIAL TRAINING. 1‘ There is quite a demand for industrial training schools. These must be built on special foundations or the experiments made by the schools of the larger towns. We can not add such features to our three months’ free schools. It is greatly to be desired that private benevolence would furnish at least one model. Our boys and girls would fill such an institution, and soon they would be multiplied.” TElSTNnESSEIC. [From Report for 1886-S7 of Slate Superintendent Franl : M. Smith.] APPRECIATION OF THE PUBLIC SCHOOLS. There is practically no opposition in the State to the public schools; but, on the con¬ trary, the people appreciate fully the great advantages conferred by them, and are de¬ manding that the school term be lengthened, and that the schools be improved in other ways. The county courts, too, are making more liberal appropriations in behalf of them. SCHOOL DISTRICTS. The schools* districts are identical with the civil districts; and, according to the law, no authorities except the county courts have the power to establish new districts; but, by a misunderstanding of the law, school directors have in many instances divided their dis¬ tricts into quite a number of smaller districts. As a consequence there are in some cases as many as two hundred districts where there should not be more than twenty. This tends to greatly weaken the efficiency of the schools, for instead of having two or three schools with several teachers and two or three hundred pupils properly graded into dif¬ ferent classes, there are found a number of small schools struggling for a bare existence and in which all the grades are taught. In order to prevent one school in a district from being overcrowded with pupils while the others have a very small number, the directors are authorized to say which school different pupils shall attend; but all the schools in a district must be maintained the same number of days, and when the public funds are not sufficient to keep up the schools for five months, the county courts shall either levy an additional tax for the purpose or submit the proposition to a vote of the people. DIRECTORS. One school director is elected annually on the first Thursday in August, to hold office for a term of three years. If a vacancy occurs at any time the remaining two directors appoint one to serve out the unexpired term. TEST-BOOKS. Only the district directors have the power to adopt a series of text-books, but the direc¬ tors of a county may meet together and adopt a common series, but their action shall not be binding on the directors of any district who wish to adopt different ones. County superintendents have no authority to adopt text-books for the county. CONVENTION OF COUNTY SUPERINTENDENTS. A convention of county superintendents was held in Nashville on the 6th of December, and proved to be a very interesting and important meeting. Subjects pertaining to the educational condition and improvements were cousidere 1, and such an interest was manifested in the proceedings that it was resolved to hold an annual meeting in Nash¬ ville on the second Tuesday of December, and that all school officers and teachers might become members. NEW LEGISLATION. Arbor Day established. — The Legislature, in March, 1887, made it the duty of the county superintendents to set apart annually some day in November as “Arbor Day,” when the pupils of each school, under the supervision of the teacher, should set out trees around the school buildings and otherwise improve and beautify the appearance of the grounds, DIGESTS OF STATE REPORTS — TENNESSEE. 145 so that the day should be one of enjoyment to the pupils, as well as of instruction in the importance of this subject. [FYom Report for lS57-§8 of Slate Superintendent Prank if. Smith.] GENERAL STATEMENTS. The growth of the public school system of Tennessee since 1873. when the present school laws went into effect, has been exceedingly gratifying; the enrolment and average attendance have nearly doubled, and the school-houses and school furniture are now far better. The length of the school term, however, is not much greater. Teachers’ institutes were held during the year in ninety of the ninety-six counties of the State, and were attended by four thousand three hundred and fifty teachers. SCHOOL DISTRICTS. Great injury has been done to the cause of education in some of the counties by the formation of a large number of school districts; in some counties there are eighty or ninety districts where there should only be eight or ten. In some of these districts the directors are utterly incompetent to discharge the duties efficiently. In most of the counties the school district and the civil district are identical, and in these counties we find the best schools. It is better to have a few schools attended by a large number of pupils than to have a large number of weak, struggling schools. In some cases the dis¬ trict directors have assumed the authority of forming new districts, an authority which belongs only to the county courts. The directors may determine what school in a dis¬ trict each child shall attend, but they have no authority to establish a new district. COMMON-SCHOOL DIPLOMAS. The State superintendent has had prepared a common-school diploma, a transcript of which is to be given each boy or girl who completes the course of studies required by law to be taught in the public schools; viz, orthography, reading, writing, arithmetic, English grammar, geography, United States history, elementary geography of Tennessee, and elementary principles of agriculture. This idea meets with general approbation, and it is thought that it will stimulate both teachers and pupils to more thorough and better work. GRADED SCHOOLS. In many counties graded schools have been established; and in the towns of Gallatin, Morristown, and Johnson City boards of education have been elected, corporation taxes imposed, and all the necessary arrangements made for running the schools ten months in the year. In Tracy City there is being erected a good school building, which when completed will be equal to any in the State. COUNTY SUPERINTENDENTS. In several counties of the State women were appointed by the county courts to serve as superintendents of schools. The State superintendent decided that according to the Con¬ stitution and laws of the State women are not eligible to the office, and in this decision he has been sustained by the attorney-general. The State superintendent called the at¬ tention of the county courts to this fact, and also as to the advisability of reappointing men who had shown themselves specially fitted to discharge the duties of county super¬ intendents. LOCAL TAXATION. The law requires “that when the money derived from the school fund and taxes im¬ posed by the State on the counties shall not be sufficient to keep up the public schools for five months in the year in the school districts of the county, the county court shall levy an additional tax_ sufficient for this purpose, or shall submit the proposition to a vote of the people. ’ ’ in several counties these additional taxes were levied. In Dyer County the court raised the tax from fifteen cents to twenty cents on a hundred dollars’ worth of taxable property, and so satisfactory were the results that when it became nec¬ essary the next year to reduce the rate of taxation the reduction was made in county expenses and not in the school funds. SCHOOL FUNDS. The county trustees are required by law to keep the State and county funds entirely distinct, also to keep an account showing from what sources the funds are derived and to whom they are paid. They are also required to report to the county superintendent and to the district directors whenever any funds are received. These requirements are constantly disregarded. 10 ED 146 EDUCATION REPORT, 1887-88. Another evidence of the reckless management of the school funds is the want of cor¬ respondence in the balances left over June 30, the close of the fiscal year, and the amounts reported as on hand the next day, July 1. The superintendent estimates that the schools lose each year at least one hundred thousand dollars by the non-collection of poll taxes which should be collected. ASSOCIATION OF PUBLIC SCHOOL OFFICERS. - The association met at Nashville December 11, 1888. The session continued for four days, during which time many topics relating to the public schools were considered and plans fcr their improvement discussed. The superintendent thinks that this annual meeting of school officers will prove of great benefit to the schools, and in order to se¬ cure a full attendance of the county superintendents provision for defraying their ex¬ penses should be made by the county courts. TEXAS. [ From Report for 1887-8S of State Super intendent Oscar H. Cooper .] PUBLIC INSTRUCTION. The obligation of the State to provide for the proper instruction of its youth in the elementary branches was recognized while Texas formed a part of Mexico, and it was one of the charges brought against that country by those who proclaimed its independence that Mexico had failed to establish a system of public instruction as required by its con¬ stitution and for which it possessed eminent resources. It was again recognized in the constitution of the Republic of Texas, and in the successive State constitutions of 1845, 1866, 1869, and 1876. The State now has a fine opportunity to establish one of the best educational systems of any State or Territory in the Union. The interest-bearing fund of the common schools and the State University is already $20,000,000; the income from which is larger than that from the endowment funds of any other State, and there yet remain unsold thirty million acres of land which will greatly increase the school funds. “ It is the general impression, doubtless well founded, that better work has been done in the schools during the past two years than has ever been done before. This is due chiefly to the general progress of the State in intelligence and wealth, and to the in¬ creased interest every where manifested in the schools; but the establishment of a stand¬ ard in the examination of teachers has contributed an important part toward this re¬ sult.” .There are some defects, however, which mar the beauty of the system very much. LENGTH OF TERM. The average school term in the country schools is five months; in the town schools eight months. As these are the average lengths of the terms it follows that quite a num¬ ber of the schools do not continue so long. All the schools of the State should be open at least six months, as required by the State constitution ; but, as the increased income from land sales, leases, etc. , will only be sufficient to meet the increase in population, it will be necessary to impose local taxes or to increase the State tax. LOCAL TAXATION. “It is the rule throughout the United States that the chief part of the fund used to support the schools of the district is levied, collected, and disbursed in the district. This system makes the people more watchful of the schools and accords closely with our notions of local autonomy.” It is left optional with each district whether it will try local taxes or not, and at pres¬ ent out of the three thousand school districts less than three hundred impose local taxes. It is not to be expected that many districts will vote the tax so long as the present law remains which requires a petition for an election by a certain number of land-holders, as in some parts of the State the number of the latter is quite small. A law should be passed abolishing the “community” system, as it is impossible to hold an election for . local taxation where it is in vogue. TEMPORARY DEFICIENCIES IN SCHOOL FUNDS. “ The most serious criticism made on our present school system is the uncertainty in the time of payment of teachers. Temporary deficiencies in funds to pay teachers are of common occurrence, and become pretty general during certain months of the year. This is the time when the balances carried over from the previous year have been gen¬ erally exhausted and the collector of taxes has not begun to pay the local treasurers the school taxes collected for the year. The general explanation of these temporary defi- DIGESTS OF STATE REPORTS — TEXAS. 147 cienoies is obvions: The schools are taught before the money to pay teachers’ salaries has been collected. One way to remedy these deficiencies would be to postp »ne the open¬ ing of the schools lor oue year, from September to January 1. This should, however, be done only as a last resort, as it would be depriving the children of schools in order that money might accumulate in the State treasury. The other method would be to accumulate about $V>o,OOi) in the treasury at the opening of the scholastic year.” ^'hi- amount will be a ('cumulated during the year if the overdue interest which has been ini-reading tor mote than ten years can be collected. Authority should also be given the State superintendent to withhold approval of requisitions for school moneys from cities and counties not then needing the funds. SCHOOL-HOUSES. The number of country schools in operation during the year 1887-88 was 8,826, while the number of school-houses belonging to the school authorities was only 3,286, the re¬ maining schools being taught in church-buildings, barns, etc. “In many counties the value of the common jail exceeds that of all the school property in the county.” If a school-house is built with public funds no additional money will be granted th^fcom- munity during the year to pay the salary of a teacher, and as the people areftaxed for the benefit of schools they do not feel disposed to build a house at their own ex¬ pense and then donate it to the public, especially as they may move to some other locality tbe next year and so get no further benefit from it. The average value of the country school-houses, with sites and furniture, is $300, while the average value of those in cities is $3,000. .This great difference is explained by the fact that in cities the mu¬ nicipal authorities are allowed to issue bonds to obtain money to erect school-buildings, the bonds being paid gradually, while the county authorities are not permitted to raise money in the same way. It is thought that this authority should be granted the county authorities, as it would also serve as a safe investment for the permanent school fund, would enhance the value of property, and wonld attract desirable immigrants to the State. TEACHERS. The State should provide for a uniform standard for teachers’ qualifications by requir¬ ing tbe questions for the examinations to be prepared by the State superintendent. The requirement of written examinations and that boards of examiners shall report un¬ der oath has alread3r served to elevate considerably the grade of teachers. As the real success of a teacher can only be determined in the school-room, licenses should at first be only probationary, and, after some experience, might be granted for longer terms, and those persons who show eminent ability and skill should be granted licenses for life. COUNTY SUPERINTENDENTS. During the last two yeais the experiment has been made in several counties of having all the schools of a county placed under one superintendent, and it has proved highly satisfactory in every respect. The school term was usually lengthened, although the amount of funds per capita was less, and the quality of work done was much better. Supervision by the county judges was an entire failure, as not more than one-fourth of the schools were visited by them, and the State superintendent could not thoroughly instruct the thirty thousand trustees as to the school work. ‘ ‘ I am clearly of the opin¬ ion that it will be found to be wise economy to provide county superintendency in all the organized counties of the State. The quality of the work required of the schools will be greatly improved in most counties, and the school fund will be more effectively used.” TEXT-BOOKS. The State superintendent issued a circular to the school trustees that it was their duty to adopt a series of text-books for their respective districts and to prohibit the use of others. In some of the counties the trustees held a joint meeting and adopted a uni¬ form system for the whole county. In this way parents can be saved the heavy expense incurred by every change of teacher or residence, and the teacher will be saved a great deal of unnecessary labor. State uniformity of text-books wonld be better still, if it can be adopted without risk of corruption in the selection of books and the centralization of too much power in the hands of a few. While it would not be advisable to adopt free text-books for the country schools on account of the impossibility of securing proper care in the use of them, it would certainly prove satisfactory in the cities and larger towns. SCHOOL. DISTRICTS. The plan of having separate districts for each school proves liable to the same' objec¬ tions as the community system, and it is recommended that districts he made large 148 EDUCATION REPORT, 1887-88. enough to include quite a number of schools — five to fifteen — the boundaries being de¬ termined somewhat by surrounding conditions, creeks, rivers, good roads, etc. CLASSIFICATION OF SCHOOLS. The school law requires instruction to he given in the ordinary branches, and such studies as the trustees or State superintendent may direct. This authority is often used by the trustees to the great detriment of the schools, when they allow two or three^ pu¬ pils to he taught in the higher branches and to consume as much time as any large class of the thirty or forty pupils. To avoid this difficulty the schools should be divided into primary, intermediate, and high schools. In the primary schools should be taught spell¬ ing, reading, writing, primary arithmetic, history, geography, etc. In the intermediate, these studies should be carried further, so that the pupils could enter the high schools ; and in the high schools should be taught such branches as are necessary to admit stu¬ dents to the State university and normal schools, and to enter the ordinary vocations, the course being limited to three years. The great majority of the schools should be of the first kind, one high school to a county being sufficient. [From- Report for 1885-86 and 1888-87 of Commissioner of Schools P. L. Williams.] PUBLIC SCHOOLS OF UTAH NOT FBEE. The most striking feature connected with the public school system of Utah is that it is not a free-school system. Tuition fees are charged in every county of the Territory, and a little more than one-third of the total amount raised ffir schools was from this source. By section 3 of the “Act for the establishment and support of district schools,” it is left optional with the district trustees whether or not they shall charge tuition fees and they are authorized to prescribe the rate of tuition. As a matter of fact the trustees heretofore have seen fit to charge tuition, and consequently the schools have not been free. Every other State and Territory in the Union has a free-school system, and it is urged by Commissioner of Schools Williams that Utah also place herself abreast of them in the cause of education. COUNTY SUPERINTENDENTS. “It is made the duty of the county superintendents to visit the schools at least twice in each year, to examine the trustees’ records, audit their accounts, and see that they properly discharge their duties. In many counties of the Territory, where the popula¬ tion is large and there are many districts, this imposes a heavy burden upon the county superintendents; yet it is necessary that this duty should be faithfully performed in order to secure a steady improvement in the schools, and to obtain satisfactory results in the accounts and reports of the trustees. ” The law provides no compensation what¬ ever for their services, and the only pay they have received has been a very meagre sum allowed them by the county courts. The county superintendents are usually men of small means and can not afford to take time from their regular work to look after the interests of the schools without receiving ade quate compensation therefor. NEW TEXT-BOOKS ADOPTED. As there was considerable dissatisfaction with the books used in the public schools, and as all of them, with the exception of the readers and spellers, had been in use for five years, the time required by law before a change could be made, the commissioner of schools called a convention to adopt a new series. The convention met in June, and after full discussion adopted a new list and secured very satisfactory terms for their ex¬ change and introduction. The books adopted were found to give very general satisfac¬ tion. INADEQUATE SCHOOL ACCOMMODATIONS. Although only about fifty per cent, of the school population are reported as attending school, yet the school rooms were often overcrowded with pupils, causing great discom¬ fort and in some cases even endangering the health of the pupils. This was generally true throughout the Territory, but particularly so in Salt Lake City and County, where the commissioner of schools thinks the accommodations are sufficient for only one-third of the school population. Many districts in Salt Lake City do not own a single building, but the basements of ward meeting houses or other such rooms are used for school pur¬ poses. DIGESTS OF STATE REPORTS — UTAH. 149 REMEDY TROrOSTCD. Heretofore buildings have been constructed to meet immediate necessities, and in a few years, wheu the populatiou had increased, additions have been made to them. Conse¬ quently the districts now have buildings without that symmetry, unity of design, and convenience in arrangement which they should possess. It is recommended by the com¬ missioner of schools that large and commodious buildings be erected which would not only serve present purposes but be sufficient to meet future demands. As this, however, would necessitate the immediate outlay of a large amount of money, more than could be raised in two or three years by reasonable taxation, it is recommended that districts be authorized to obtain the necessary means by issuing bonds which could be redeemed by gradual taxation. POLYGAMY COUNTENANCED IN THE SCHOOLS. It is stated that while there has been no affirmative teaching of polygamy in the pub¬ lic schools there have been many evidences of a respectful silence with reference to violations of the law against it. The commissioner says: “Perhaps the tendencies to which I refer cannot be better described or defined than by the statement made to me within the last few months by the president of the University of Deseret, that if in the course of instruction imparted in that institution generally or to the classes in civil gov¬ ernment (where perhaps it would be most naturally presented), it should be inculcated that good citizenship exacted obedience to those laws enacted by Congress against the polygamous condition and kindred vices of Utah, it would bre.#: up the school.” PRIVATE SCHOOLS. $ In Salt Lake City and other large towns of the Territory there are quite a number of private or denominational schools, which are very largely attended and which are be¬ coming more popular and more generally patronized every year. Many of these schools are superior to the public schools. Their establishment is likely due in great part to the tuition fees charged in the public schools; the parents preferring, if they have to pay tuition, to maintain a school exclusively under their control and where they can teach any religious belief they desire. While their establishment cannot be said to in¬ jure directly the public schools, yet unless the people patronize the public schools they will not give them that earnest and active support which can be manifested in so many ways other than by the payment of school taxes, and these will be regarded as a burden only to be tolerated as a kind of public necessity. NEW LEGISLATION. The office of Territorial superintendent of district schools abolished. — The Forty-ninth Congress in 18S7 adopted the following act: “That the office of Territorial superintend¬ ent of district schools created by the laws of Utah is hereby abolished; and it shall be the duty of the Supreme Court of said Territory to appoint a commissioner of schools, who shall possess and exercise all the pf children, but as much the opposite as it is possible to imagine. Children who habits udly refrain from playing during intermission that they EDUCATION IN ALASKA. 185 may leara some lesson or how to do some fancy work are not to be classed with the wild, wayward, or vicious. Boys who, when their regular lessons are done, are continually designing and drawing cannot be said to be entirely devoid of talent worth}" of cul¬ tivation. While the development must be slow in most cases, there are a few that could compare favorably with white children of the same age. Their abnormal development of the faculty of lorm gives them an inestimable advantage over their more favored pale¬ face brothers in acquiring the art of writing and drawing. Their minds act very slowly, but they make up in tenacity of purpose what they lack in aptness.” During this present season a pleasant and commodious school building has been erected for the use of both schools. KiUistioo [public). — Miss May Ransom, teacher. Enrolment, 44. The teacher reports a successful year. The comfort of the school has been greatly increased by the possession of a suitable school building, which was the first one in Alaska erected by the Govern¬ ment. Klairack [public). — Prof. L. W. Currie, teacher. Enrolment, 81. Theschoolhas labored under the disadvantage of an uncomfortable building; also distance from any protection of law. Drunkenness and witchcraft have kept the community in a constant turmoil. During the winter four native men (Hanegahs) forced their way into the house of the teacher, and charging a native girl, whom he was sheltering in liis family, with being a witch, attempted to carry her off by force in order to torture her. Mr. Currie, at the risk of his life, drove them off and saved the girl. Two months later the same men, re-enforced by a large party of the worst element of the Hydah, made another attempt to secure the girl. They sang their war song and brandished their knives, but were foiled in secur¬ ing the girl. Failing in that they so far intimidated her brother as to compel him to pay a ransom in blankets, the currency of the people. Notwithstanding these drawbacks the school made good progress. Metldkahtla [public). — Mr. William Duncan, teacher. Enrolment, 170, with an aver¬ age attendance during January, 1888, of 159. For years the most successful native mission on the Pacific Coast has been at Metla- kahtla, British Columbia, under the leadership of Mr. William Duncan. It was an ob¬ ject lesson studied by the natives far and near, and an example that many desired to copy. Sitka [Public) School No. 1 [whites and creoles). — Miss Margaret Powell, teacher. En¬ rolment, 60. During the year a substantial and pleasant school-house has been erected, and as a result the teacher reports that the progress of the children has doubled. Sitka [Public) School No. 2 [native). — Miss Virginia Pakie, teacher. Enrolment, 71. This school, like so many others, has labored under the great disadvantage of an un¬ suitable and uncomfortable building. For want of better it occupied an old, rotten, condemned log building, formerly used as a native market place. As the honorable Commissioner of Education has authorized the erection of a new building, another year will see the school in better shape. With regard to progress the teacher reports it satis¬ factory. EL — COXTEACT SCHOOLS. Owing to the difficulty of conducting schools on the coast of Behring Sea, where there is mail communication but once or twice a year, a small compensation was allowed to the schools on the Kuskokwim and Nushagak Rivers, established and conducted by the Moravians. Bethel, Kuskokwim River (public). — Mr. John H. Kiilbuck, teacher. Enrolment, 17. In the spring of 1887 the Rev. W. H. Weinland, who had been in charge of the school, resigned on account of health and returned to the States. His place was taken by Mr. J. H. Kiilbuck, who had accompanied Mr. Weinland to Alaska in 1885, and has made some progress in learning the language of the Eskimo, among whom he lives. Owing to sickness in his family school was open only eight months out of the ten. The largest attendance any one month was seventeen, in March. In February the monthly enrolment and average attendance were both sixteen. The small attendance of the year is partly due to the opposition of the priest of the Greco-Bussian Church, and more largely to the prejudices and superstitions of the peo¬ ple themselves. As soon as a boy is old enough to go to school he is of value to his par¬ ents in hunting and fishing, and they are loath to let him go. It is still more difficult to secure the attendance of the girls. A daughter is the main-stay of the family. At the age of ten or twelve years she is sold to a man for his wife. He then takes up his abode with and works for his parents- in-law. If he finds his fortunes too severe, or tires of his wife, he simply goes off, and in a short time his place is occupied by some one else, who has been persuaded to marry the grass-widow. 186 EDUCATION REPORT, 1887-88. Nearly all the children attending the school to the present time have been orphans, who come of their own accord. There is no doubt but that the attendance will greatly increase in the course of a few years, as it takes time among an uncivilized people to en¬ able them to comprehend in some measure the advantages of an education for their chil¬ dren. During the present summer the school-house has been enlarged and rendered more commodious, and the Rev. Ernest Weber, of Iowa, sent out to assis't Mr. Killbuck. Carmel , Nushagak River (public). — Miss Mary Huber, teacher. Enrolment, 21, In the summer of 1887 Rev. F. E. Wolff, wife and two children, and Miss Mary Huber arrived at the Nushagak River to open a school and mission. When the call came for a teacher for the Eskimo on the Nushagak Miss Huber was the accomplished and suc¬ cessful principal of a young ladies’ seminary in Pennsylvania. Resigning her important position and leaving all her congenial surroundings she gladly gave herself to teaching the low-down Eskimo. Being three thousand miles from supplies and trained workmen the erection of the necessary buildings consumed the whole season and it was the first of January, 1888, be¬ fore they were in shape to open school. But that was the time of the holiday festivities of the Russian Church and the whole native population went off to Nushagak Village, three miles distant, to attend them and remained a week. The Russian celebration was followed by the annual dance of the natives at a village forty miles away and again the whole settlement was away. It was January 17 before school was able to commence. It opened with nine pupils, which increased to twenty-one. The progress of the school seemed to have awakened the jealousy of the Russian priest, who soon forbade the people allowing their children to attend school, telling them that it was bad. Attempts were also made to frighten the children, telling them that if they learned English the Government would carry them off to San Francisco and make soldiers of them. The persecution of the- children that attended school was so great that whenever the priest or his deacon was seen pass¬ ing the school-house some of the children would duck their heads below the window¬ sill and others would try to hide. To encourage the children in their attendance the school furnished them two substan¬ tial meals a day. Those that were regular in their attendance made very gratifying progress in their studies. The difficulty of securing regular and adequate attendance among the uncivilized tribes is so great that the conviction grows from year to year that the true policy of the Gov¬ ernment is to encourage among them the establishment of home schools into which can be gathered orphans, waifs, and those that would come from distant villages if they were assured of shelter and food. The population along all the large rivers in the interior of Alaska is distributed among a large number of small villages. It is impracticable to place a school in each or even in every fifth or tenth one. The only practicable way at present of reaching the children is to have in the valley of each large river a centrally located school with accommodations to board those that come from a distance. Plans are being consummated at Carmel to hoard such pupils. At the mouth of the Nushagak, the present season, are four salmon canneries employing two hundred white men and four hundred Chinamen with from six to eight vessels. These industries gather in a large number of natives and make Carmel an important centre for a school. III. — INDIAN BUREAU SCHOOLS. Native Industrial Training School, Sitka, Alaska.- — Prof, William A. Kelly, principal. Enrolment, one hundred and eighty-six boarding pupils. This school hitherto lias been one of the contract schools of the Indian Bureau; but, as with the approval of the honorable Secretary of the Interior, th.e Commissioner of Edu¬ cation, and the Commissioner of Indian Affairs it is hereafter to come under the super¬ vision of the Education Office, it is proper tq pefer to it here. This school was established by the Presbyterian Board of Home Missions in 1880 as a day school, with Miss Olinda A. Austin as teacher. The following fall, circumstances led to opening of a hoarding department. The institution has grown until there are connected with it two large buildings, one for boys and the other for girls; an industrial building sheltering the carpenter-shop, boot and shoe shop, printing-office, wood-carving department, brass band, and boat-house; a steam laundry; a bakery; a blacksmith-shop; a hospital; and six model homes; and nineteen teachers. The one hundred and eighty .-six pupils represent fifteen nationalities or tribes. Be¬ ing the only institution in Alaska with a large plant, the circumstances of the country are making it a many-sided school. It is practically an orphan asylum. In the absence of any public provision by the Gov¬ ernment for the care of needy orphans, they are freely received into this home. EDUCATION IN ALASKA. 187 It is a nursery. Small children whose mothers have died, and there is no one to care lor them, are also received. It is a refuge for homeless anil friendless waifs; Tor children fleeing for their lives from the Tortures of witchcraft. They here find a good home and training that will make them good citizens instead of allowing them to grow up vagabonds. It is a reformatory to which the United States district court, not knowing what else to do with young offenders, has committed them This department will be enlarged when suitable buildings can be secured. It is a trade school, being the only place in Alaska where a young man can learn a trade. It is a high school to which bright pupils in the various day schools desiring greater advantages than their local school can afford them may be advanced. It is a normal school. If in the immediate future Alaska is to have any native teach¬ ers they are to-day among the young men and young women in the Sitka Training School. IV.— QTHEB SCHOOLS. 1. — Unalaslca district . The school at Anvik that was in commission last year was not this. But being about three thousand miles from a post-office, with only a chance mall once a year, the teacher supposed that he was still in the employ of the Government, and has sent in his annual report. Anvik, Yukon River ( Protestant Episcopal) .—Rev. Octavius Parker and Rev. John W. Chapman, teachers. As mentioned in a former report, in the summer of 1886 Rev. Mr. Parker and family reached St. Michael and attempted to open a school at that point, but did not succeed, In the summer of 1887, with the full approval of the general agent of education, he removed the school from St. Michael, on the coast, to Anvik, a native village in the Lower Yukon Valley.* This was in accordance with the original plan to estab¬ lish a school in the valley of the Yukon. In the spring of 1887 Mr. Parker was joined by Rev. John W. Chapman. At Anvik they purchased and fitted up buildings for school and residence purposes, and arranged the work between them as follows : Mr. Parker was to teach three hours each day and get supper; Mr. Chapman two hours a day and gat the breakfast and dinner. On Satur¬ days Mr. Parker did the baking, and Mr. Chapman the washing and ironing. The statistics of daily attendance has not yet reached this office. Seal Islands ( Saint Raid and Saint George ). — These two schools are maintained at the expense of the Alaska Commercial Company, in accordance with their contract with the Government. The reports are supposed to l>e sent to the Treasury Department. I notice that Mr. George R. Tingle, special agent of the Treasury Department, in his an¬ nual report, July 31, 1887, makes no mention of the schools. It is presumable, how¬ ever, that with the fixed population of those islands the school attendance varies but little from year to year. In 1884 Saint Paul reports an enrolment of fifty-four, and in 1881 Saint George twenty-eight. These are the latest figures to which I have access. Unalaklik, Norton Sound ( Swedish mission). — Rev. Axel E. Karlson, teacher. In 1887 the Free Mission Society of Sweden was so deeply impressed with the neglect and degradation of the natives of Alaska that it sent two teachers to this Territory, Mr. Karlson locating at Unalaklik, sixty miles north of Saint Michael on Behring Sea, and Rev, Adolf Lydeli at Yakntat. Mr. Karlson reports that it was with great difficulty that he was able to secure the materials and erect a small school-house. In September, 1887, he opened his school with Eskimo children. They made good progress during the winter. One boy, who had already learned the Russian language, made such progress through the winter that in the spring he was able to converse in English. Others mastered the alphabet and were able to read intelligently in simple sentences. Special attention is given to the English language. Mr. Karlson has gone to San Francisco for material for a larger and better building. 2, Sitka district. Respecting the Roman Catholic school at Juneau I have been unable to obtain any report. Hoonah ( Presbyterian) . — John W. McFarland, teacher. Enrolment, one hundred and thirty-six. This school, sixty miles from a post-office, is the most inaccessible of all the schools of the Alexander Archipelago. Owing to the met that the whole population leave their homes in the spring to hunt sea otter or work in the mines, and do not return until fall, the school was open only during the five winter months. This school received no Government assistance last year. It would be well to place it on the same footing as the day school at Metlakahtla and allow a certain amount per pupil per quarter. *But without notice to the Commissioner of Education. 188 EDUCATION REPORT, 1887-88. Yakuiat ( Swedish mission). — Adolf Lydell, teacher. During the present season Rev. Adolf Lydell, of the Free Mission Society of Sweden, has built a log house on the main land east of Khantaak and opened an English school. Schools of the Russian Church . In addition to the above schools' the annual report of the Governor for 1887 mentions fifteen parochial schools under the care of the Russian Church, reporting three hundred pupils, of which one, in Sitka, has been mentioned. B. — Regulations Pbesceibed by the Teebitobial Boaed. I. MEMORANDUM OF ITS OEGANIZATION. On the 14th of July, 1887, the Hon. A. P. Swineford, Governor, Hon. La Fayette Dawson, judge of the United States district court, and Dr. Sheldon Jackson, United States general agent of education in Alaska, having been on June 15, 1887, appointed by Hon. L. Q. C. Lamar, Secretary of the Interior, as a Territorial board of education, met and organized at the office of Judge Dawson at 3 o’clock p. m. Judge Dawson was elected chairman. At a subsequent meeting the board adopted the following rules and regulations, which were drawn up by Judge Dawson at the re¬ quest of the board: II. BULE3 FOE THE GOVEENMENT OF THE PUBLIC SCHOOLS OF ALASKA. I. The school-bell shall be rung promptly at 9 o’clock a. m. and at 1 o’clock p. m., and all pupils must be promptly in their seats thereafter. II. The teachers shall have complete control of their respective schools when in ses¬ sion, and may suspend an unruly pupil until the case can be heard and passed upon by the educational board. III. Corporal punishment should not be indicted except in extreme cases of miscon¬ duct, and then in moderation only. IV. Calling of names, the use of slang phrases and vulgar language, must be prohibited by the teachers, and if persisted in by the pupil or pupils who indulge in the use of such terms, names, or vulgarity, so as to shock decency, must be reported to the educational board. V. All absentees and their parents must be reported to the board, where proper action can be taken in relation to their dereliction of duty under the compulsory rule adopted by this board. VI. The teachers must labor during school hours to advance the pupils in their studies, to create in their minds a desire for knowledge, principle, morality, politeness, cleanli¬ ness, and the preservation of physical health. VII. Six hours shall constitute a school-day, beginning at 9 o’clock a. m. and ending at 4p. m., with one hour’s intermission from 12 m. to Ip. m., and recess hours must be regulated by the teachers and at such time and for such length of time as their judgment may approve, but promptness to return at the ringing of the bell must be inculcated and enforced. VIII. And as the teachers of the various schools in Alaska are, as regards their pupils, in loco parentis, the custody, care, and moral training of their pupils are in a measure sub¬ mitted to their judgment and discretion, but with the understanding that all questions which in magnitude exceed the power herein conferred upon the . teacher must be re¬ ported to the board of education. Obligatory Attendance. At the opening of the year Judge Dawson, at the request of the board, drew up the following rules to secure a more regular attendance of pupils at school. They were submitted to the United States Commissioner of Education, and meeting his approval, were adopted by the board. m. EULES FOE OBLIGATOEY ATTENDANCE AT ALASKAN SCHOOLS, APPEOYED BY THE COMMISSIONEB OF EDUCATION, AUGUST, 1837. In pursuance of the regulations prescribed by the Secretary of the Interior, under an act of Congress approved May 17, 1884, in relation to public schools in Alaska, and under authority of Rule B in the regulations so prescribed by the Secretary in conferring au¬ thority upon the board of education by him appointed ‘:to provide general rules for the government of the schools and the attendance of the children, ” this educational board has prescribed and adopted the following as to the attendance of children of school age: Every parent, guardian, or other person having control or charge of any child or chil¬ dren of the age of six years and under the age of fourteen years, residing within two miles of any school established and maintained by the Government in Alaska, shall send such child or children to such school at least two-thirds of the time during which such EDUCATION IN ALASKA. 189 school shall be taught each school year, unless it can be satisfactorily shown that such child or children is or are physically or mentally disabled. To the end that such regula¬ tions may be enforced the deputy United States marshals and Indian policemen, appointed uiion the recommendation of 'the Governor by the Commissioner of Indian Affairs at Washington, are hereby authorized and empowered, and it is hereby made their duty, to see that all children of school age herein designated and within the limits and dis¬ tance herein set forth attend said schools: Provided further, That when it is made to ap¬ pear, that the presence and services of any child of school age as herein prescribed are necessary to the care, protection, and comfort of such parent or guardian in case of sick¬ ness. accident, or any physical or mental infirmity, it shall be a good excuse for such non-attendance. C.— School Census— Public and Peiyate School. ATTENDANCE— NON-ATTENDANCE. * It has not been practicable to take any census of schoolable youth in this Territory during the year under review. It follows as a necessary consequence that the volume of non-attendance upon schools is equally a matter of conjecture or estimate. The following table shows, for public, Indian, and other schools, from which reports have been received, the enrolment of pupils and the monthly attendance of pupils. Enrolment and Monthly Attendance, 1887-88. July. August. September. October. ! November. 1 December. Station. £ ^ u bO © a £ ~ Total. Average. Total. u 5 ffl > < 0 Average. Total. Average. Total. © © > < ! H i o be cl *4 p PUBLIC SCHOOLS. TTnn'fi . 25 26 20 19 15 i 25 14 25 21 1 25 20 25 ! 19 ppf hpl „ , . 17 1 9 6 u 10 j 11 10 13 I 12 Carmel 21 . Total, Unalaska district. . . 63 26 20 19 15 34 20 ' 36 j 31 | 36 30 ss ' 31 [ Kniiiiit . 81 . 19 10 i 39 21 1 51 ! 31 J j 49 Afognak„ . 24 17 U. | 19 n I 16 8 . . i Total, Kodiak district . ......... 19 10 56 j 32 | 70 42 1 65 35 Dnnpiass Clitv . 67 j 23 13 28 13 27 15 j 19 13 Uort Wrano-ell . 106 . i..:.::.:. 55 40 62 47 64 52 72 59 Haines . 144 38 11 72 15 : 62 15 | 65 20 Howkan . 110 44 32 78 42 101 76 Juneau, No. 1 . 25 16 ii 18 16 20 16 ! 17 12 Juneau. No. 2 . 67 38 8 38 9 56 18 24 12 Killisnoo . . 44 I 40 26 35 20 Klawak . 81 66 29 46 20 56 22 43 16 Metlakalitla . 170 ! . Sitka, No.l . 60 52 49 54 50 54 51 45 Sitka, No. 2 . 71 1 37 16 25 17 23 20 1 4S ! 27 . Total, Sitka dis¬ trict . 66 29 46 20 315 1 Total, public schools . 1,113 92 49 46 | 20 36S 200 476 278 535 327 521 350 IXDIAX BUREAU SCHOOL. Sitka Industrial . 186 100 100 100 100 100 100 110 no 112 112 U8 118 OTHER SCHOOLS. Hoonah . 136 ' 108 60 Grand total of all schools re¬ porting . 1, 435 1 ■ 192 ! 149 165 135 468 300 5S6 i 388 1 (647; ; 439 | | 747 i 523 ISO EDUCATION REPORT, 1887-88. Enrolment and Monthly Attendance , 1887-88 — Continued. Station. January. 1 February. March. April. May. June. 9 Total. Average. Total. © cj © > < Total. Average. Total. Average. j Total. it d u © > < Total. Average. PUBLIC SCHOOLS. 23 13 21 17 20 13 Bethel . . . 16 12 16 16 17 15 16 15 21 12 18 11 15 i 11 13 9 10 7 Total ,Unaiaska dis- 60 37 44 52 39 29 24 10 7 Kodiak . 4S 27 53 32 56 31 43 22 40 18 51 28 Afognak . .... . 20 10 12 7 14 8 14 *7 11 5 17 14 Total, Kodiak dis¬ trict . 68 37 65 | 39 70 39 57 29 51 23 68 42 Douglass City . 27 12 69 47 40 1° Fort Wrangell . 75 60 64 49 44 36 38 31 29 23 25 18 Haines . 76 14 77 16. 64 11 48 5 63 7 46 14 Howkan . 91 58 70 41 53 28 35 26 43 28 35 26 Juneau, No. 1 . 19 13 17 14 ■ 18 14 19 15 21 17 21 19 Juneau, iso. 2 . 26 16 22 20 28 22 33 27 30 23 20 20 Kiliisnoo . 30 19 23 20 12 10 8 6 10 8 10 9 Kiawak . 22 15 21 i 14 30 16 25 15 32 14 29 14 Metlakahtla . 1 170 159 i in 108 81 78 126 105 10S 68 89 64 Sitka, Is o.l . 5o 51 ! 54 50 53 49 49 49 32 49 46 Sitka, No. 2 . 28 23 ! 23 23 31 17 30 18 27 14 18 10 Total, Sitka district.. . Total, public schools . 747 514 I 607 438 536 359 561 397 513 276 410 287 tNDIAK BUREAU SCHOOL. Sitka Industrial . 120 120 iJ5L 120 120 120 120 120 160 | 160 160 160 OTHER SCHOOLS. I IToohah . 112 54 102 48 52 18 22 12 . : Grand total of all ■ schools reporting. ; 979 6S8 ! 829 606 708 | 499 | 703 ! 529 673 , 436 570 442 I also present a table showing the subjects taught in the several schools and the num¬ ber of pupils who pursued each branch. Number in Sundry Branches of Study. d O b .3 £ First and Second Headers. Third and Fourth Readers. | © xo © it d Jjj d 3 )-5 cn rg © .8^ |J5 Geography. Arithmetic. a 6 fcp fi Physiology. jjk % 2 H « gTr 3 © E-< United States His¬ tory. si | Use of Tools. ii c © CO | Other Studies. 1 V* o u % g - 3 55 Bethel . 6 11 11 14 17 I 17 17 3 4 n > 5 flarmfil . 21 ! 21 21 21 8 TTtiffa . . 18 'j i 25 14 21 14 20 22 . •••••»••••••••• Kodiak . 30 15 11 56 56 11 56 1 1 56 11 56 30 26 56 4 Afognak . . . 9 8 1 8 17 s 10 13 1 17 3 TTaines . 64 35 15 77 3 77 . 77 3 20 I 12 73 39 39 39 . 39 10 Juneau, No.l . 3 8 10 15 13 13 14 16 12 12 11 i 3 15 Juneau, No. 2 . 34 3 1 8 10 38 1 10 Douglass . 31 24 5 24 12 1 18 R'illisnoo . 30 6 4 5 2 5 40 3 1 6 £ 5 9 Sitka,, No. 1 . 2 36 17 55 17 27 55 I 55 55 5 55 23 Sitka, No. 2 . 25 s 2 10 10 8 17 39 ‘ or 8' 9 Wrangell.. . . 23 18 31 72 39 22 72 72 25 16 Kiawak . 23 23 23 3 23 1 23 23 | 32 14 4 TTnwkan . 26 46 29 36 12 12 40 3.2 101 12 12 I s 101 1 23 T\T ell aka.li t.la . , 71 74 25 170 170 170 170 170 170 t 170 1 170 I | EDUCATION IN ALASKA. 191 D. — Names, Stations, and Salaries of "School Officers and Teachers. Gov. A. P. Hwineford, Michigan, "I ( $20 Judge La Fayette Dawson, Missouri, ,>• Board of Ed neat ion . . . . . Dr. Sheldon Jackson, Alaska, j ( 20 Dr. Sheldon Jackson, United States general agent . . 120 Name of Teacher. State. School. 1 Salary. John II Killbuck . Kansas . . . RpMipI . ! Per month, TAbn TT Purr Ohio . TTpcrft . I S120 Mar1’ V1 Huber . Pennsylvania . ( arm el . . . . . W.E. Roscoe . California . Kodiak . 1 120 Jjc A Wirth . Washington Territorv . 1 Afognak . i 120 F F White . i Pennsylvania . Haines . 120 Gee R Jnhr.cton . . do . Juneau, No. 1 . 1 120 Aricq H Jensen . Utah . .Tnnean No. 2 . SO Timsnfn . California . Killisnoo . 1 80 MissM Powell . Pennsvlvania . Sitka. No. 1 . 100 Miss V Pakle . West Virginia . Sitka, No. 2 . . . ! 80 Mi«s Lvda L. MeAvov . Wrangell . 100 Af •«*» Clara A . Gould . . do . Howkan . | 100 L. W. Currie . North Carolina . ! Klawak . i 120 Win Duncan . . . England . . . ! Metlakahtla . ! Mn S R.Monn . Kansas . 1 Douglass City . 20 Names and Stations of Private School Teachers Mentioned in this Report. Austin, Miss O. A., fomierly at Sitka. Bangham, W. H., formerly at Douglass City. Chapman . Rev. J. W. , at Aubik. Kalilsen, Rev. Axel E., at Unalaklik. Kelly. Prof. W. A., Sitka Industrial School. LydelL Rev. Adolph, at Yakutat. McFarland, John W.. at Koonah. Moore, S. R., at Douglass City. Parker, Rev. Octavius, at Anvik. R03eoe,Mrs. W. E.,at Kodiak. Tdck, Prof. John A., succeeds Carr at Unga. Weber, Rev. Ernest, at Bethel. Weinland, Rev. W. H., formerly at Bethel. Wersner, E. W.. at Douglass City. White, Mrs. F. F.. at Haines. Willard. Rev. E. S., at Juneau. Wolff, Rev. F. E.. at Carmel. Wolff, Mrs. F. E.'; at Carmel. E. — Respecting the General Agent5 s Duties. SUPERVISION. I have not been able to comply with the rule requiring the general agent to visit every school in the Territory at least once a year. There is no regular means of communica¬ tion -with the schools in the Unalaska and Kodiak districts. During the summer the United States steamship Thetis made a tour of the villages of those districts, and it was understood that she was to enable the Government officers to discharge their respective duties. But when she arrived at Sitka no officer vras allowed transportation out the Governor. Even in the Sitka district it was impossible to visit the schools at Howkan and Klawak for want of transportation. It wonld add to the general efficiency if at each place where there is a suitable white population a local committee of three be appointee by the Commissioner, upon the nom¬ ination of the hoard, whose duties should be to provide fuel, look after repairs to the school-house, direct the school policeman, visit the school, and recommend, to the Terri¬ torial hoard such things as may seem to be important for the welfare of the schools in their place. In several places suitable persons can be found who will perform such service gratuitously because of their general interest in education. F.— Additional Information. Many particulars which, strictly classified, should appear under this head have been mentioned under topic A. I now give some information which I hope will explain some of the difficulties in the way of managing and teaching the schools in this outpost of Federal territory, without civil or military organization, and practically without any civilized organization of society, industry, or belief. To some of these topics recommendations are attached; these are made with a view to increasing the efficiency of schools in the future. 192 EDUCATION REPORT, 1887-88. VISIT OF THE COMMISSIONER OF EDUCATION. The beginning of the school year now under review was marked by the visit paid to the schools of the Territory by the Hon. N. H. R. Dawson, United States Commissioner of Education, who spent part of the months of July and August, 1887, in consultation with your honorable board, and in examining many matters of importance, wherein his discriminating judgment was of great value both to the board in the performance of its duties, and to the schools under its supervision. It would be proper here to make a more particular mention of Colonel Dawson’s visit, if it had not formed an important part of earlier communications from me and from your board to the authorities in Washington. HOW THE REGULATIONS FOE COMPULSORY ATTENDANCE OPERATED. At Fort Wrangell, where these rules were enforced through the vigilance of Hon. James Sheakley, United States commissioner, and William G. Thomas, deputy marshal, the best of results followed. At Juneau, partly through a misapprehension of the require¬ ments of the law, no real effort was made to enforce it. At Sitka the hands of the board were tied for the want of a policeman under their control. At the other schools for the want of proper civil officials to enforce the law nothing was attempted. If it is neces¬ sary for the Government to provide schools (of which no intelligent citizen has a doubt), it is equally necessary for the Government to compel the people to avail themselves of the advantages offered. This is particularly true among the half-civilized people for whom the majority of the Alaskan schools are established. Neither parents nor children have any appreciation of the importance of regular attend¬ ance at school. Nor is it to be expected that they should have. If the head of the family goes a-fishing the mother and children accompany him, and the children are out of school a week or two. If at home, the children are often kept to carry wood or water. Then again, parents neither compel nor encourage attendance. It is left entirely to the passing whim of the child. To secure the best possible results from the school system it is absolutely necessary that the Government should use some pressure. Learning wisdom from the failures of the past, the board have unanimously recommended to the honorable Commissioner of Education that at each of the places where schools are established the sum of eight dol¬ lars per month be allowed from the school fund towards paying native policemen to en¬ force the attendance law. The United States Indian Office has allowed nine dollars per month for the services of such men in keeping the peace. The union of the two sums, making the modest wages of seventeen dollars per month, will secure the services of good men who will act both in the interest of the school officers and of the Territorial school board. This recommen¬ dation is renewed among others at the close of this report. THE EXODUS TO METLAKAHTLA. We have the strange spectacle for the nineteenth century of eight hundred people, brought from barbarism and cannibalism to Christian civilization, giving up their com¬ fortable homes and improvements, sacrificing their property, and going out into the un¬ trodden wilderness to make new homes, and all for conscience’ sake. They moved across the international boundary line into Alaska, and transferred their allegiance from Canada to the United States. They have settled at Port Chester, Annette Island, and named it Metlakahtla, United States. During the past year they have felled the heavy forest trees upon their new village site, erected over one hundred temporary frame and log habita¬ tions, one substantial guest house, two large buildings for public purposes, and set a good saw-mill in operation. The Hon. N. H. R. Dawson, Commissioner of Education, who was present at the landing and taking possession of the new site, and who gave the people warm words of welcome, was so interested in them that he was able to assist them in starting a day school. This largest day school in Alaska is taught by Mr. Duncan and four native assistants. In this commencement of their new enterprise it would be a great encouragement if the Government would erect a suitable school building. SCHOOL-HOUSES. One teacher, from her own bitter experience, reports: “Better have no school than keep it in an unsuitable room. ’ ’ While not endorsing her view, it is still true that suitable and comfortable rooms have much to do with the efficiency of the school. EDUCATION IN ALASKA. 193 During the year past new school-houses have been provided for the schools at Unga, Sitka, Killisnoo, aud Juneau, and the house at Wrangell refitted and made comforta¬ ble. School-houses are urgently needed at Kodiak, Afognak, Douglass City, and Mctla- kahtia. BOARDING AND INDUSTRIAL SCHOOLS. The annual reports of the teachers more and more emphasize the fact that among the native population the best results can be had only where the chiklen are separated from their home surroundings. To do this necessitates a system of boarding schools. As there is already one at Sitka that supplies south-eastern Alaska, I would advise one at Kodiak for the Kodiak district and one at Unalaska for the Unalaska district. AGRICULTURAL SCHOOL. The United States Commissioner of Agriculture, in his last Annual Report, having suggested that a station be established in connection with the Sitka Industrial School for “ ‘ conducting a series of careful experiments to ascertain the agricultural products best adapted to the climate and soil of Alaska, and what breeds of cattle and other do¬ mestic animals are most suited to its climate and soil,” I would recommend that the board offer to co-operate with the honorable Commissioner in carrying out some such arrangement. As early as 1885 I made application to the Commissioner of Agriculture for an experi¬ mental farm in connection with the Sitka school; and in my annual report on that school for 1885 wrote: “There is a wide diversity of views concerning the agricultural and horticultural capabilities of this region, and necessarily great ignorance. The early Russian settlers were here for furs, and the more recent Americans for mining and trad¬ ing. No systematic effort, intelligently prosecuted, has been made to ascertain what can or cannot be raised to advantage. The industrial training school of this distant and but little known section of the United States furnishes a basis for a department that shall make careful experiments extending over a term of years to ascertain the vege¬ tables, grains, grasses, berries, and small fruits, dpples and the larger fruits, trees, flow¬ ers, etc., best adapted to the country; the best methods of cultivatipg, gathering, and curing the same; tree planting and grafting of fruit trees; the development of the wild cranberry; cattle, hog, and poultry raising, and butter and cheese making. If the Gov¬ ernment will determine what can be done in this direction both settlers and natives will utilize the information gained. Such a course will add both to the wealth of the coun¬ try and the comfort of the people.” PERMANENT SCHOOL FUND. The present method of supporting the schools of Alaska by an annual appropriation from Congress is very unsatisfactory. As Congress one year voted 825,000, and the sec¬ ond nothing, and the third $15,000, it can readily be seen that neither the school board nor the teachers can arrange for the schools until after Congressional action has been taken, nor until such action can they be sure that there will be any schools. And not only that, but some years the action of Congress is not known in Alaska until three months after the fiscal school year commences. A failure on the part of Congress any one year to make the necessary appropriation would close the schools, scatter Govern¬ ment property, and throw the teachers out of employment thousands of miles away from home and friends. The disadvantages of the present system need but to be stated to be seen. To remedy this I would renew my recommendation of last year that Congress be asked to set apart one- fourth of the gross revenues of Alaska annually as a permanent fund for the education of the children of Alaska, without distinction of race. In the ^Western States and Territories the general land laws of the country provide that sections 16 and 36 in each township are set apart for the use of the school in said States and Territories. In some of the States this has been a munificent endowment. But Alaska has no townships and no surveyed lands, and no law by which they can be surveyed. And when in course of time the general land laws are extended over it, the nature of the country and the peculiar climate and the requirements of the popula¬ tion will prevent to any great extent the laying out of the land in sections of a mile square. Thus, while no school fund is practicable for years from the lands, the General Government derives a regular revenue from the Seal Islands and other sources, a portion of which could be used in the place of the proceeds of the sale of school lands. 13 ED 194 EDUCATION REPORT, 1387-88. CONCLUSION. In conclusion, ranch praise isdue the noble band of teachers in the Government schools, the majority of whom are isolated from cultivated society, without comfortable school¬ rooms, unassisted either by a friendly public sentiment or the strong arm of the law, in daily contact with dirty and often diseased children; in more or less-personal danger from the fanaticism and superstition of the people; many of them away from regular mail communications and some of them with only an annual mail. Their courage, their per¬ severance, their tact, their zeal is heroic. Very truly yours, Sheldon Jackson, United States General Agent of Education in Alaska. CHAPTER VII. DISCUSSION OF QUESTIONS RELATING SYSTEMS. TO CITY SCHOOL Introduction— Substitute Teachers— The Departmental Plan in Elementary Schools— Thoroughness— Half -Day Sessions — Methods of Determinin'] the Fitness of Pa oils for Promotion — Examinations as a Basis of Promotion— Primary Schools — Aye for Admission to Primary Schools— Physical Train¬ ing — Summer Schools — School Buildings — Pernicious Methods of Heating School-Houses— Irregu¬ larity of Attendance — Discipline — Incorrigibles and Habitual Truants — Sub urban Schools— Evening Schools — Statistics of Enrolment and Attendance in Evening Schools. INTBODU CTION. The topics discussed in this chapter refer principally to the administration of school systems; questions which relate to methods and subjects of instruction, courses of study, etc., have been reserved for the Report of 18SS-S9, in which they will be treated more fully than the limits of the present Report permit. These discussions are designed primarily to show the status of various questions which affect the progress of public education. The facts stated and the opinions quoted are taken almost without exception from the official reports of city superintendents, as they are by far the most reliable and generally the most accessible source of such information. These reports emanate from responsible officials, and the accuracy of the statements they contain may be relied upon. They are made to boards or officers upon whose approval re-election depends, and are therefore not likely to give expression to hastily formed opinions, or to contain ill-considered recommendations. It being intended to make this chapter reflect as far as possible the prevailing senti¬ ment upon the subjects touched among men actually employed in educational work, and in contact with the schools, the expresssion of any opinions except those ascribed to such men is generally avoided. It must not be understood, however, that the Bureau of Ed¬ ucation approves the specific recommendations made in each case. SUBSTITUTE TEACHEBS. With the increased attention to the qualifications of teachers and the demand for im¬ proved character of instruction has come a realization of the necessity for well-qualified substitutes to fill the places of regular teachers unavoidably absent. Formerly there was little or no method in the employment of such substitutes. The superintendent was usually authorized to employ any one whose services were available, and deduct her compensation from the salary of the absent teacher. It was even required in many places that the absentee herself employ the substitute, and be responsible for the quality of the instruction given in her absence. Under such systems, or lack of system, vexatious delays in securing temporary teachers were unavoidable, and efficient instruction was out of the question. The extracts below indicate a wide-spread tendency toward reform in this respect, and contain suggestive hints for those searching for means of improvement. ‘‘The plan of paying the substitutes a regular salary, and requiring them to give all their time cot employed in filling vacancies to preparation for teaching was new, and it is a decided improvement over the old system.” [Superintendent W. L. Steele, Gales¬ burg, Ill.] The committee on examinations prepared a plan which met with the unanimous ap¬ proval of the board, and by which a certain number of teachers were to be engaged to act as a reserve corps, and to perform duties heretofore discharged byuncerlificated substitute teachers. The short experience gained since the adoption of this plan has verified in every respect the predictions of friends of this m easure. Principals are cordial in their approba- 195 196 EDUCATION EEPOET, 1887-88. tion of the change from inexperienced substitute teachers to the reliable, well-educated, and more mature reserve-corps teachers. Heretofore, when higher-grade teachers were ab¬ sent, all sorts of shifts were made to take care of the class, because the substitute teachers were of such a character that intermediate and higher grades could not be entrusted to their care. We are now able to provide teachers capable of holding, for a short period, the seventh and eighth grades ; and it is not too much to say that the absence of the teacher from her class is no longer an event to be dreaded by the principal The classes fare very well in the hands of the reserve-corps teachers supplied from the office.” [Superintendent W. E. Anderson, Milwaukee, Wis.] “The method of employing and paying ‘substitute’ teachers should be made more systematic, and success as a substitute teacher should lie made a prerequisite for appoint¬ ment as a regular teacher. With this end in view, I would recommend that the board of trustees of each ward be authorized to appoint a substitute teacher for each five hun¬ dred pupils in the schools of the ward, based upon the average attendance for the pre¬ ceding year, the annual salary of each teacher to be one hundred dollars. Principals should be required to make to the trustees monthly reports of the character of the work of the substitute teachers, and the city superintendent should report, as occasion may demand, any information bearing upon the same matter. A regular record of all such reports should be kept by the trustees, and preference in appointment given to those having the best records. [Superintendent John Jasper, New York City.] “The plan adopted by the board this year of employing three extra teachers on half pay, with the requirement to spend the whole of each school day in the class rooms and in such school work as may be required of them by the principal or the superintendent, proved a most helpful provision. Under this arrangement it is now possible for the principals of our large city schools to look after many small but important matters in the different rooms that formerly received but little attention from them.” [Superintend¬ ent B. M. Zettler, Macon, Ga.] “The unemployed holders of teacher-certificates constitute the corps of supernumer¬ aries. They are assigned as nearly as possible according to their residence. Each super¬ numerary has a standing invitation to visit monthly, under the direction of the princi¬ pals, the schools to which he or she may be assigned. It is believed that this privilege will prove of great value to those who would avoid the mortifying errors of inexperi¬ ence.” [Superintendent Ulric Bettison, New Orleans, La.] “ I am convinced that for the best interests of the school more attention should be given to the qualifications of candidates for positions in our corps of teachers, and espe¬ cially to the employment of substitute teachers. Every person before receiving an ap¬ pointment as a teacher should be carefully examined by the proper authorities, not alone as to scholarly attainments, but also in all the requisites of a good teacher. * * * “I would recommend, therefore, that a competitive examination, under direction of the proper authorities, of all applicants for positions in the schools, be held annually, and that hereafter no person be elected for a first time to teach in the schools of this district, either as a regular or substitute teacher, who has not satisfactorily passed such examination. Furthermore, I would recommend that, as far as possible, all persons elected to permanent positions shall have demonstrated their fitness by substituting in our schools.” [Mr. E. C. Willard, Principal of School District No. 1, Westerly, K. I.] In those cities in which teachers’ training schools are in operation, it is usually cus¬ tomary to require substitute work of the pupil- teachers in such schools. Mr. J. L. Terry, the principal of the teachers’ training school of St. Paul, Minn., has this to say of the practice: “Substitute teaching has been a marked feature in our year’s work, particularly within the last four months. During the first term we were able to detail certain mem¬ bers of the training class to work with model teachers, subject to summons for substi¬ tutes, but later, as the class became smaller and the demand for substitute teachers greatly increased, we were obliged to select from the students in theory those who could best sustain the extra work, equalizing the distribution as far as possible. The result is that the average of substitute work for the year is over three weeks to each member of the class. We do not consider a moderate demand for substitutes any real interrup¬ tion to our work. We allow for it and accept it as a valuable means for learning to cope with new conditions — a practical lesson in meeting emergencies which a teacher may make even more valuable than uninterrupted instruction in theory. However, we are convinced that a sudden call to work in grades higher than the fifth is a severe" tax upon young ladies, of whom our course of study already requires all the work that can well be crowded into a busy year.” THE “ DEPARTMENTAL PLAN ” IN ELEMENTARY SCHOOLS. The attempts to adapt the methods of high-school instruction to the elementary grades have not been attended with conspicuous success. No mention has been made of the THOROUGHNESS. 197 subject in the latest annual school reports of San Francisco, Cal., where the system was tried a few years since, and where much was expected of it. The experiment was also made in Springfield, Mass., in 1837, at the request of the principal of one of the grammar schools. The disposition was apparent to give the plan ^thorough trial, for the school controlled by the principal making the recommendation was selected for the experiment. Subsequent reports fail to state the outcome of the movement, and since it appears from the report for 1837 that the teachers of all the schools are to be assigned to separate grades in the usual way, it may be inferred that the plan failed to produce the beneficial results hoped for and was allowed to take its place quietly in the list of unfruitful and abandoned experiments. The following paragraph leaves no doubt as to the results of the system as tried at Nashua, N. H. : “The change which the board has made, and which went into effect at the beginning of the present school year — the abandonment of the departmental system in the grammar grades — has proved a wise and progressive measure. There is now less friction in main¬ taining good order in the school-rooms, the responsibilities being no longer divided. The same is true in regard to scholarship. If a class is doing good work and making commendable progress the credit belongs entirely to the teacher in charge. There is no reason for specialists among the regular teachers of the grammar grades. All who pre¬ tend to teach such classes should consider it their duty to be well prepared in all the branches required, not excepting drawing and music. A certain degree of symmetry of ability and attainments is as necessary for a teacher as for a pupil. / It will not do to attend specially to any one branch to the exclusion of others equally important, or to consider that being an expert in one excuses an ignorance in another. A specialist's province is not in our common-school branches. A thorough knowledge of all these is as essential to his success as to those of the ordinary individual. Such knowledge is fundamental, upon which all true success beyond must rest. Regarding this change, I have heard no adverse criticism from parents, teacher, or pupil, and I anticipate the best results.” A greater degree of success has attended the efforts made in this direction in Newport, R. I. There the system under consideration has been in use on a small scale for several years and appears to be very satisfactory for the grades into which it has been carried. As described in a report for a former year, by Superintendent George A. Littlefield, it is as follows: “In the first [highest] two grammar classes, which occupy adjacent rooms connected by a door-way, the departmental plan of instruction has been continued, whereby each teacher, passing to and fro, instructs both classes in certain subjects. The plan greatly economizes the teacher’s time and strength, enabling her to present her few subjects most exhaustively and entertainingly. ” Mr. Littlefield refers to the matter in reports subsequent to that quoted, in terms of highest praise. It will be observed, however, that this experiment was made under the most favorable circumstances possible, and although the results obtained in this instance may have been of a very gratifying nature, it does not follow that the plan would operate equally satisfactorily if it were introduced upon the more extended basis that the term “ departmental instruction ” itself implies. One other city, Oshkosh, Wis,, has experimented with departmental teaching during the year. The principal of the ilgoma-Street school says : “At the request of the super¬ intendent, a change was made on the 1st of March from the usual way of teaching. This change consisted in confining each to the teaching of one study in the several grades, rather than the several studies in one, and was instituted in the intermediate depart¬ ments. This, in these grades and with us, maybe called an experiment, though success¬ fully followed in many higher institutions of learning. The change has caused no great commotion, and the results must be summed up later on.” THOEOUGHEESS. At the spring meeting of the Department of Superintendence of the National Edu¬ cational Association, at Washington, in February, 1888, Dr. C. W. Eliot, president of Harvard University, read a valuable and suggestive paper entitled, ‘ ‘ Can school pro¬ grammes be shortened and enriched?” The paper attracted a great deal of attention, and was published in full in the last Annual Report of this Office and in the Atlantic Monthly magazine for August, 1883. The importance of the subject, the prominence of tbe author, and the publicity it received were such that it may be assumed that the essay came to the attention of a considerable proportion, if not a majority, of the school super¬ intendents. It will be remembered that after pointing out the great need of shortening the time devoted to the studies of the elementary schools the essayist made five sugges¬ tions as to the best means of securing the object desired. These were substantially as follows: . (1) Better teachers should be obtained by making tenure of office more secure, and by increasing the proportion of male teachers. 198 EDUCATION REPORT, 1887-88. (2) The school programme should be made more substantial, and the work made more interesting and attractive to the children. (3) “ Much time can be saved in primary and secondary schools by diminishing the number of reviews and by never aiming at that kind of accuracy of attainment which reviews, followed by examinations, are intended to enforce. Why should an accuracy of knowledge and of statement be habitually demanded of children which adults sel¬ dom possess ? How many well-educated adult3 can add long columns of figures correctly or find the least common multiple or the greatest common divisor of six or eight num¬ bers ? Nothing but practice can keep one skillful in these exercises, and we may reason¬ ably be grateful that few people are compelled to keep in the necessary practice. Few adult minds retain accurately considerable masses of isolated facts, and it is commonly observed that minds which are good at that are seldom the best minds. Why do we try to make children do what we do not try to do ourselves? Instead of mastering one sub¬ ject before going to another, it is almost invariably wise to go on to a superior subject before the inferior has been mastered — mastery being a very rare thing. On the mas¬ tery theory how much new reading or thinking should we adults do ? Instead of review¬ ing arithmetic, study algebra; for algebra will illustrate arithmetic and supply many examples of arithmetical processes. Instead of rereading a familiar story, read a new one; it will he vastly more interesting and the common words will all recur — the com¬ mon words being by far the most valuable ones. Instead of reviewing the physical geography of North America, study South America. There, too, the pupil will find mountain-chains, water-sheds, high plateaus, broad plains, great streams, and isothermal lines. The really profitable time to review a subject is not when we have just finished it, but when we have used it in studying other subjects, and have seen its relations to other subjects and what it is good for. For example, the French programme puts a re¬ view of arithmetic, algebra, and geometry into the last year. With all his mathemat¬ ical powers strengthened by the study of algebra and geometry, and with all the practice of arithmetic which his study of mensuration and algebra has involved, the boy returns at seventeen to arithmetic and finds it infinitely easier than he did at fourteen. Further, the French hoy has escaped those most exasperating of arithmetical puzzles which a little easy algebra enables one to solve with facility. Many an educated New Englander re¬ members to this day the exasperation he felt when he discovered 'that problems in Col¬ burn’s Arithmetic, over which he had struggled for hours, could he solved in as many minutes after he had got half way through Sherwin’s Algebra. Is it not an abominable waste of the time and strength of children to put them to doing in a difficult way, never used in real life, something they will be able to do in an easy way a year or two later? To introduce any artificial hardness into the course of training that any human being has to follow is an unpardonable educational sin. There is hardness enough in this world without; manufacturing any, particularly for children. On careful search through all the years of the public school programmes now in use, many places will he found where time can be saved and strain lessened by abandoning the effort to obtain an exagger¬ ated and wholly unnatural accuracy of work. It is one of the worst defects of exami¬ nations that they set an artificial value upon accuracy of attainment. Good examina¬ tion results do not always prove that the training of the children examined has been of the best kind. ’ ’ (4) Children should not be retained in grades for which they are too old. The ambi¬ tion of teachers which tends to keep pupils too long in the several grades in order that classes may appear well in examinations, and the caution of parents to prevent over¬ pressure, should alike be restrained. (5) The tendency to diminish the time spent in school should be checked; some steps need to be taken in the other direction. Concerning but one of these recommendations can there be any serious difference of opinion. An entire change must be wrought in the generally accepted theory of what common school education should be before the ideas embodied in the third suggestion will be carried out. Mastery — accuracy — is the one thing insisted upon more than any other, and the greater thoroughness of instruction is held to be the chief advantage that graded common schools possess over private schools. To cite expressed opinions of su¬ perintendents in support of this assertion is not necessary. The object of this recom¬ mendation was to lead to a radical change of sentiment in a matter concerning which there had been practical unanimity of opinion — not to champion one side of a question already open. A diligent search has been made in the official utterances of school officers for an echo to the suggestion. But one has been found, that in the report of Mr. A. P. Marble, city superintendent, Worcester, Mass. Though hundreds of others must have read Dr. Eliot’s essay and carefully weighed his arguments, none was induced to abandon his views upon the value of thoroughness. On the contrary, instructions to teachers and school reports generally continue to teem HALF-DAY SESSIONS. 199 with injunctions to aim at absoluto accuracy and complete mastery of the subjects taught. Nor is it infrequent that superintendents are found who would add still an¬ other year to the usual elementary course of eight years in order to increase the thor¬ oughness of preparation for higher studies and to secure greater maturity of mind and body in the students of the high schools. The remarks of Superintendent Marble are as follows: “There is high authority for the opinion that pupils ought not necessarily to be de¬ tained upon a subject till it is completely mastered; mother words, that it is quite pos¬ sible to over-do in the matter of thoroughness. If a pupil is to be kept in a class or a grade, and upon a certain part of a subject, till he knows absolutely all about it so far, he would never advance; for the complete comprehension of arithmetic, for example, is not possible without a knowledge of the higher mathematics; and the elementary knowl¬ edge of grammar is not perfect till it is illumined by the light of a broader knowledge. All elementary knowledge appears to be incomplete. Now, with only an imperfect apprehension of the earlier steps, it may sometimes be better for a pupil to advance, trusting to future study to let in the light upon what is now dim, than to keep him grop¬ ing too long in this dimness for the light, and thus to destroy his interest. It may often be better to promote pupils who are not fully ; * prepared, ; ? than to keep them back. Idleness, indifference, carelessness, are bad habits, which ought to he corrected; but it may well be doubted whether the best cure for these evils is a refusal to promote. Fear of not being promoted is not the best spur to activity. If no other means can be devised to arouse the indolent, it is quite doubtful whether this will do much good. What is here said about the extreme of thoroughness must not be understood as giving coun¬ tenance to carelessness or a slip-shod kind of study or teaching. By creating an interest in stndy, and by the very best presentation of every subject taught, the minds of pupils should be directed and led, and made alert and active so far as possible. But, after all has been said and done, there will be many pupils by whom a part, greater or less, will be but feebly comprehended; and the question is, whether they should be detained at this particular stage till they understand and can do as well as the rest, or whether they should pass on. “In general, it is useless to attempt to bring all up to the same degree of excellence, and it is better to go forward. Our teachers are too conscientious, it is believed, to re¬ lax their efforts at all because they know this truth. ” HALF-DAY SESSIONS. There is no doubt that the adoption of half-day sessions in other than primary grades is condemned by a majority of educationists. As to the advisability of their use in the lowest grades there is no general agreement, though it is worthy of note that none of the advocates of the plan are found among the school authorities of the largest cities. In every case in which it has been necessary to divide the classes in these citie3 into morn¬ ing and afternoon sections, that necessity has been deplored and urgent recommenda¬ tions have invariably followed for new buildings in sufficient numbers to restore the schools to their wonted conditions. The following is from the report of Mr. William K. Maxwell, superintendent of public instruction of Brooklyn, N. Y., for 1887: “It will be noted that while the number of pupils promoted from the seventh primary grade is larger than that from any other grade, it is smaller in proportion to the average attendance. The cause is easily explained. It is found in the lialf-day classes organized in many schools. The children attending this grade are younger than those attending any other, and hence their attendance is more irregular. As a consequence, the num¬ ber of hali-day classes is a constantly varying quantity. When the attendance is large a part of the pupils are allowed to come only in the forenoon, the remainder in the after¬ noon. This system, though never legalized or endorsed by the board of education, has been forced upon the schools by a commendable desire to do everything possible to ac¬ commodate all the children whose parents apply for their admission. It is, however, of very doubtful utility. It is questionable, even, whether it serves to any appreciable extent the purpose intended. The statistics show that only about forty-four per cent, of the average attendance is promoted from this grade at the end of each term. This means that the majority of the children are detained in this grade two or three terms. Nor can it well be otherwise while half-day classes are tolerated. If one hundred children, as is not infrequently the case, are placed under the charge of one teacher, it is certainly better, both for them and for her, that she should teach half of them in the forenoon and the other half in the afternoon, rather than that she should try to instruct all of them at one time. But those who come in the forenoon are defrauded of part of their time, while those who come in the afternoon receive only about an hour and a half of schooling each day, and learn hut little, if anything. As a rule promotions are made 200 EDUCATION REPORT, 1887-88. only from tlie forenoon division, and the afternoon scholars of one term become the fore¬ noon scholars of the next. “Since we must judge of the quality of the work in this grade, as in any other, by the number of children promoted, it would appear that nothing is really gained by these half-day classes.” Circumstances have forced the use of half-day schools in Atlanta, Ga., for several years. The superintendent, Mr. W. F. Slaton, has steadily oppose'd their continuance, and embodies the following in his report for 1887-88: ‘ ‘ The double grades taught in the Marietta and in the Summer Hill schools were abol¬ ished in September. They are still retained in Fair, Mitchell, and Houston street schools. It is true that about one hundred and eighty children are seated by this method who would otherwise be deprived of school privileges. But there are many objections to the plan of doubling the grades, among which Mr. Moore, of Fair street school, in his annual report, names the following: “ ‘ (1) The plan necessarily shortens the time of both divisions of first grade for one and a half hours daily during a greater proportion of the year. Therefore, it cannot reasonably be expected that these classes will make equal advancement with those classes which are in session full time. (2) The dismissal of one class while the other portion of the school is in session, to occupy the same room, must necessarily create some disorder. Many of the children attending these classes are very young and live at a distance from the school. Such re¬ quire some protection while on their way to and from school — at least many parents think so — and this protection might be sufficiently afforded by older brothers or sisters of the higher grades, could they assemble or be dismissed at the same time. “ ‘(3) The present management divides the responsibility of both teachers and pupils of these classes with regard to care of furniture and property of the school. When dam¬ age has been done it is difficult to discover the culprit or hold him responsible. “ ‘(4) Many parents send their children to the afternoon school under protest, and ask that they be changed as soon as a vacancy occurs in the morning class. This is objec¬ tionable, for the reason that so many desire seats in the morning school, that to decide in favor of one is regarded as favoritism by other applicants, and as a continual removal of children from the afternoon to the morning class, thereby causing vacancies which must be filled by new and untrained pupils, if filled at all, is a manifest injustice to the teacher of the afternoon school. ’ “I heartily endorse these objections of Mr. Moore, and hope that at an early day a sufficient number of seats for all the children will be supplied, and the plan of doubling the grades be abolished.” The experience of the Los Angeles, Cal., schools is thus told: “At the close of last school year we were conducting, for want of room, eighteen double sessions, that is, two schools taught for half-day each by one teacher. This was unsatisfactory. Pupils in these schools could not do the same work as those who had all day sessions. Teachers often overwork themselves to get these schools, for the additional salary. The board (your predecessors) therefore resolved to employ a separate teacher for each school and to extend the time for half-day schools to four hours; or from 8.30 a. m. to 12.30 p. m. for morning schools and 1 p. m. to 5 p. m. for afternoon schools. This plan is much more satisfactory. “ Children under eight years of age are allowed by State law to be in school only four hours daily. It is believed that the older pupils can do some studying at home. There¬ fore, whatever half-day schools were necessary they have been given, if possible, to the higher and lower grades.” Favorable opinions. — The following extracts present the other side of the question: “Our primary grades that attend school but one session a day continue to do satisfac¬ tory work; and the advantages derived by the small children from the short period of confinement in the school-room and the increase of time for recreation and outdoor exer¬ cise warrant the continuance of the plan. Three hours of school-room restraint and discipline is all that should be required of the average child during the first two years in school. More than this in many instances often proves a detriment, and not infre¬ quently results in permanent injury to many children.” [Superintendent E. Stanley, Lawrence, Kans.] “Children of five years of age cannot profitably be taught more than three hours a day, and the instruction should be in the kindergarten. Fortunately for the little ones and for our educational system, necessity has driven us to the proper pedagogical posi¬ tion in this matter, for the crowded condition of most of our schools has made it neces¬ sary to divide the lowest classes into two sections, each to attend a half-day, and the instruction consists mainly of kindergarten work. ’ ’ [Superintendent Clarence E. Me- leney, Paterson, N. J.] ‘ ‘ The plan of having pupils in the first primary rooms attend school during the fall METHODS OF PROMOTION. 201 and spring months hut half the day has worked well. In many cities this plan is in force and is found to be favorable for the young pupils, and at the same time economical. The large influx of little ones in the fall tills up the rooms to a crowded condition. The storms of winter eaiise large numbers to be dropped. These remain absent till pleasant weather in spring, thus making light schools in the winter months, if advancements had been made to provide seats for all on entering the school. The continuance of the plan is recommended.” [Superintendent O. C. Scott, Oskaloosa, Iowa.] “Hereafter, the pupils of the first year will attend but half a day instead of all day as heretofore. This change was recommended not in the interest of economy alone, but in the belief that the children can accomplish all the work usually required of them by the ‘half-day plan,’ and, furthermore, that it is a physical injury to the children to keep them confined in the school-room six hours per day.” [Superintendent F. M. Draper, Atchison, Kans.] PROMOTIONS. The wide-spread interest in the subject of promotions has led to the compilation of the following description of the methods of determining the classification of pupils in the largest cities of the country. Those of the first and second classes (or claiming a popu¬ lation of more than 100,000) have been selected, as they, in theory if not in fact, com¬ mand the services of the most competent and best equipped of the teachers’ profession and presumably employ the most approved methods in all branches of school work. San Francisco , Cal. — Yearly written examinations have been dispensed with and all promotions are made by the principals and class teachers, subject to appeal to the super¬ intendent on the part of parents dissatisfied with the non-promotion of their children. Washington , D. C. — “Pupils are promoted from grade to grade below the high school, and from the grammar schools to the high school, on the recommendation of the teacher and the approval of the supervising principal in charge.” Examinations have no refer¬ ence to promotion. Chicago , III. — “In primary and grammar grades promotions are made by the principal, with or without special examination, in his discretion. From the grammar to the high schools pupils pass on recommendation of the grammar principal. The superintendent holds a supplementary examination for those not recommended. Classes in the high schools pass in course, unless some individual pupils have shown themselves unequal to the work.” Indianapolis, Ind. — “Pupils are promoted twice each year. They are examined upon printed questions originating with the superintendent of schools. All who pass a cred¬ itable examination upon these questions are promoted without further question. All pupils who fall low in per cents. , but whose daily work has been satisfactory to the teacher in charge, and to the supervisor in immediate charge of said teacher and pupils, are passed upon the recommendation of those two persons — the greater stress being placed upon the teacher’s estimate as being the more definite and intimate. All pupils who fall low in per cents. , and who are not recommended by their teachers, are ‘ demoted, ’ and must repeat the half-year’s work.” Louisville , Kg. — In the district or elementary schools: “The teachers of the several grades make and record monthly an estimate of each pupil’s progress. These estimates are based on the success with which the pupils perform assigned work in each subject prescribed in the course of study, and also on the fidelity with which they discharge all their school obligations, including diligence in study, regularity and punctuality in at¬ tendance, proper deportment in the school-room and about the school premises, and neat¬ ness and cleanliness of person. For this purpose the scale of 1 to 6/is used, the number 1 denoting very bad; 2, bad; 3, indifferent; 4, good; 5, excellent; and 6, without fault. “The principals of the district schools from time to time subject the pupils of the several grades to such tests, both oral and written, as will indicate their proficiency and progress. They examine and, when necessary, revise the monthly estimates of the teachers. “Pupils whose standing, based on the monthly estimates of the teachers, approved by the principal, is not less than 4 in each subject prescribed in the course of study, and in fidelity in the discharge of school obligations, are promoted at the close of the year to the next higher grades and to the high schools, without examination. “The fitness for promotion of pupils not entitled to pass on the monthly estimates is determined by an examination conducted as follows: The pupils of the first [highest] grades are examined by the faculties of the male and the female high schools, in the high school buildings ; those of the other grades by the teachers of the next higher grades ; the questions to be prepared by the superintendent and a committee of principals, viz: three principals of intermediate schools and four principals of secondary schools, appointed by him. An average of not less than 4 in each subject is required to pass. ’ ’ In the high schools: “There are annually two written examinations of all classes; 202 EDUCATION REPORT, 1887-88. the first is held daring the last week of January, and the second during the month of June. The results of these examinations, together with the deportment, constitute the data according to which the members of the faculty make up their estimates of the students. The first examination of the first-year class is considered a trial examination; all students who fail to secure at least 4 in each subject of the first-year course are dropped from the class. No student whose combined written average for the year is less than 4 in each subject may be promoted to the next class, or receive a certificate of graduation; nor may any student whose average is less than 4 in more than one sub¬ ject be re-examined for promotion,” New Orleans , La. — “Graded questions are proposed by the superintendent, and the examinations are, as a rule, under the immediate supervision of the teachers who are to receive the promoted pupils. In the grammar and primary departments the yearly record of each pupil is allowed to have its due weight in determining the question of his promotion; but in the examination for admission to the high school it is not taken into account, except in determining the question of his admission to the examinations.” Baltimore , Md. — The examination system appears to be in use, with the following modification relating- to examinations for admission to the high schools and college: “The questions to be prepared by the superintendent, and the examinations conducted by the principals of the several grammar schools. All the pupils of the eighth grade shall be examined, and those who fail to pass, but who are nevertheless considered quali¬ fied for promotion by the principals, shall be sent to the committees on the college and high schools, respectively, for final action.” In the elementary grades- “ The examinations for promotion are annual, hut the prin¬ cipals of the schools are authorized to advance, at any time during the year, any pnpils who exhibit exceptional intelligence, and who may be able to pursue the studies of the higher grades.” In the Eastern Female High School: ‘ ‘ Yearly promotions from grade to grade are made by combining the work of the class-room with the results of the semi-annual exami¬ nations, the requirement being a special average of 60 and a general average of 70.” Boston, 3Iass. — Promotions are made semi-annually. Principals are responsible for promotions from one grade to another in their own schools, but the questions for the examinations for promotion from the primary to the grammar schools, and from the grammar to the high schools, are prepared by the supervising officers. Pupils over ten years of age are generally promoted from the primary schools, even if they fail on ex¬ amination. The instructor’s record of the pupil’s work for the year is also a factor in determining promotions. Changes of grade not involving promotion to a higher depart¬ ment may be made any Monday during the year upon the authority of the principal. Detroit, 3Iich. — Promotions occur twice in each year. Formal examinations, uniform for the whole city, are made at only two points in the course — on entering the grammar department and on entering the high school. Questions for these examinations are issued from the office of the superintendent. The principals are responsible for all other promotions, and are at liberty to employ such methods as- they think advisable. Their usual method is the examination. Individual promotions are allowed, and are of fre¬ quent occurrence. The results of the examination for admission to the high school are rigidly adhered to; but, at the discretion of the superintendent, pupils who have passed through the primary school may be admitted to the grammar school even if they fail at the entrance examination. 3Iinneapolis, Minn. — “No pupil shall be admitted to the high school who has not passed a satisfactory examination in the branches taught in the grammar school. If at the end of the first or any term, he does not maintain a fair position in the classes, he may be reduced to the proper grade. Nor shall he pass from a lower to a higher class except upon a satisfactory examination. “ .Before passing from one grade to another, pupils must sustain a satisfactory exam¬ ination in their previous studies under the direction of the superintendent. ‘ ‘ In the fourth grade an average per cent, of 65, including term examinations, shall be required; in the fifth, sixth, and seventh grades, 70 per cent., including term examina¬ tions; and for admission to the high school a general average of 75 per cent., including term examinations, unless otherwise ordered by the superintendent. ‘ ‘ Classes in the high school, grammar, and intermediate grades shall twice a year be subject to a written examination; and any pupil in the high school and grammar grade whose average per cent, shall be below 75 during two successive term examinations, and any pupil in the intermediate grade whose average per cent, shall be below 70 for two successive term examinations, shall be reported to the principal for assignment to a lower class. ’ ’ St. Paul, Minn. — Before passing from one grade to another, pnpils must sustain a sat¬ isfactory examination in their previous studies, under the direction of the superintendent. For admission to the fourth grade an average per cent, of 65 is required, with a min- METHODS OF PROMOTION. 203 imnra of 45 per cent, in each study; for the fifth, sixth, seventh, and eighth grades, 70 per cent., with a minimum of GO per cent, in each study; and for admission to the high school, 65 per cent, iu each study, with a general average of 75 per cent. Pupils must stand 70 per cent, iu a test examination in each topic in arithmetic before passing to the noxt. No written examinations are held for promotion of pupils below the A class of the third grade. Iu the first and second grades, individual or class promotions may be made at any time or on recommendation of the principal, and after a satisfactory exam¬ ination by the superintendent. In all other classes the pupils are subjected to a written examination every eighteen weeks; an average per cent, below 50 in the intermediate grades, or below 60 in the higher grades, is accepted as evidence of the pupil’s inability to pursue the studies of his grade sufficient to warrant his reduction to a lower class. Individual promotions may be made by principals of the grammar and intermediate schools at any time. Kansas City, Mo. — Each grade of the course of the ward, or elementary, schools is di¬ vided into three sections of twelve weeks each; and the pupils of each grade are divided into three classes who pursue the studies of the three sections respectively. Promo¬ tions are ordinarily made at the end of every twelve weeks, and are based upon daily work and written examinations, but never upon “ final examinations. ” The daily work counts four-fifths, and the written examinations one-fifth in all general promotions. Written examinations are commenced in the first year. Pupils are promoted individu¬ ally whenever they can do the work of the more advanced class. St. Louis, Mo. — “All promotions in the district [elementary] schools are made by the principals of the schools, upon the results of oral and written examinations together with the daily work of the pupils. For admission to the high school a written examination upon questions from the office of the superintendent was formerly required; but now all applicants from the district schools whom the principals recommend as being in their judgment qualified to do the work of the high school are admitted without examination. Pupils whom the principals cannot recommend after passing through all the grades of the district schools, are given an examination by the principal of the high school. Very few of these, however, pass the required examination.” In the high school: Promotions are determined by the record of the pupils’ class work combined with the results of the semi-annual examinations. In each study three per¬ centages, one for each of the preceding quarter’s recitations, and one for the final exam¬ ination, are averaged, and a minimum of 65 per cent, in each study and a general average of 70 per cent, in all studies are required. For graduation a higher average is required, viz: 70 per cent, in each study, and 75 per cent, for all studies, the marks for the last two quarters of the course combined with that of the final examination. Jersey City, X. J. — In the high school promotions are made annually. The examina¬ tion for admission must be in writing. It occurs annually, and is conducted by the principal and teachers of the high school under the supervision of the superintendent and committee on high schools. There is a semi-annual and an annual examination each year. The superintendent, principal, and committee on high schools fix a stand¬ ard for all examinations, both for admission and promotion, and pupils failing to reach the required standard are assigned to the next lower class or, if members of the lowest class, to the grammar schools. In the grammar and primary schools promotions are made semi-annually, and not oftener, except by the written consent of the superintendent. In addition to the semi¬ annual written examinations, and immediately preceding their occurrence, the superin¬ tendent and principals carefully inspect all the classes and record their condition in books kept for that purpose. Reductions in grade may be made at the discretion of the super¬ intendent. Newark, X. J. — Examinations are held at least twice in each year under the direction of the committee on examinations, with the superintendent. An examination for pro¬ motion and graduation is held in all the schools during the month of June in each year under the direction of the committee on examinations, with the superintendent ; and all grades, from the first primary to the first grammar, inclusive, are examined in the same manner and under uniform regulations. In conducting and ascertaining the re¬ sults of any examination, the city superintendent may require the aid of such teachers as may be needed. Brooklyn, X. Y. — Semi-annual examinations, promotions, and graduations are the rule. The superintendent may at his option prepare the questions for the examinations of all the grammar grades, but he must prepare those for the graduation examinations. Pro¬ motion of pupils is based solely on the record of scholarship for the term and at exam¬ ination combined. , Buffalo, X. Y. — No pupil may be transferred from one grade to another higher, except after examination. At the end of the first term in each year, the teacher of each grade must present for examination such pupils of that grade as shall, in his or her judgment, 204 EDUCATION REPORT, 1887-88. possess the requisite qualifications to enter the next grade above, and during the last two weeks of the second term in the year, all the pupils of each grade are examined, and those who are found qualified are promoted to the grade above. The principal of the school conducts these examinations under the direction of the superintendent, whose de¬ cisions as to promotion are final. New York , N. Y. — To be graduated from the grammar schools, pupils must pursue the studies of the highest grammar grade for one year and pas3 in those studies an examin¬ ation satisfactory to the principal of the school. Candidates for admission to the Normal College or the College of the City of New York must pass an examination conducted by and satisfactory to the faculty of the institution to which entrance is desired. Promo¬ tions are made from the primary to the grammar schools semi-annually, and not oftener, except by written permission of the city superintendent. No pupil may be promoted from any primary school unless examined in all the studies of the highest grade of the primary school, and found qualified by the principal of the department into which the promotion is to be made. In the grammar grades, every examination'for promotion to a higher grade is preceded by a thorough review of all the studies of the grade from which the promotion is to be made. The principals examine all their classes in the prescribed branches of study at least twice a year, namely, immediately before each regular promotion. The students of the College of the City of New York are subjected to two examinations each year. The first is oral, and occurs in January; the second is mainly in writing and takes place at the close of the second term, in June. The results of these tests are carefully considered by the faculty, who decide upon the question of the advancement of each student. Both oral and written examinations are conducted in the Normal Col¬ lege also. Rochester, N. Y. — The promotion of pupils in each of the three lowest grades depends upon the judgment of the principal and grade teacher. In the higher grades, examina¬ tions principally are relied upon. Cincinnati, Ohio. — “ (1) There shall be no stated examination for the promotion of pupils in the several grades of the district and intermediate schools, but the pupils in these grades shall be promoted and classified primarily on their proficiency in the several branches of the course, as shown by the teachers’ estimates of their daily work. A sat¬ isfactory standing in daily work, with good deportment, shall be accepted as evidence of the ability of pupils to do successfully the work of the next higher grade. “ (2) It shall be the duty of the teachers in F, E, D, C, B, and A ( not in grades H and G) to make and record monthly a careful estimate of each pupil’s work in the several branches for the month, and to average these recorded estimates twice a year — in February and in June. These estimates are to be based on the fidelity and success with which pupils do assigned work, and also on their success in meeting the various oral and written tests which are employed as an element of teaching, and they are to be made by teachers without the daily marking of pupils and without the use of monthly or other stated examinations for this purpose. ‘ ‘ These estimates of the daily success and progress of pupils are to be made on the scale of 1 to 10, the number 4 and below denoting very poor work, 5 poor, 6 tolerable, 7 good, 8 very good, 9 excellent, and 10 perfect. In recording these estimates the initial letters may be used, or, if preferred, figures, as follows: Perfect , Pr. or 10; excellent, E or 9; very good, G or 8; good, G or 7; tolerable , T or 6; poor, P or 5; very poor, P or 4. Any standing below P or 4 may be recorded as a failure (F or 3 to 0). It is suggested that the standing of pupils be primarily estimated as excellent , good, or poor and then modified, provided the higher and lower estimates can be readily made. The profi¬ ciency of pupils in writing, drawing, and music may be estimated on the above scale twice a year — in February and June. “(3) It shall be the duty of principals to subject the pupils in the several grades, from time to time as they advance in the course, to such oral and written tests as will indicate their proficiency and progress, and be helpful to teachers and pupils, and to this end, the year’s course in the several branches may be conveniently subdivided and special reviews and other tests be instituted as the classes advance from one subdivision to an¬ other. The tests in grades H and G should be chiefly oral, the exceptions being the tests of written exercises, and in all the lower grades written tests should not be em¬ ployed to determine the results of oral instruction outlined in the syllabus, or to test skill in the several school arts. “/It shall also be the duty of principals to examine, and, when necessary, revise the teachers’ monthly estimates of their pupils’ proficiency, and to approve of the same when averaged in February and in June. They shall give teachers such instruction and other assistance in estimating the proficiency and progress of their pupils as will secure requisite uniformity. “(4) At the close of each school year the pupils in grades F, E, and D, of the district METHODS OF PROMOTION. 205 schools, whose standing (as above determined) in reading, spelling, language, arithme¬ tic, geography, writing, drawing, music, and German (if studied), is good, very good, excellent, or perfect (7 and above), with good deportment, shall be promoted to the next higher grade without examination — the pupils in grade D by the superintendent. The pupils in grades C, B, and A, of the intermediate schools, whose standing in read¬ ing, spelling, arithmetic (mental and written), geography, English grammar, composi¬ tion, United States history (grade A), writing, drawing, music, and German (if studied), is good and above (7 and above), with good deportment, shall be promoted to the next higher grade without examination — the pupils in grade A by the superintendent. ‘ * Pupils in either district or intermediate grades, whose standing in not more than three branches is below good (or 7), and in not more than one of these three branches is below tolerable (or 6), may be promoted, provided, that all these lower estimates are not in the daily and more essential studies; and provided further, that their habitual diligence in study, taken in connection with their proficiency in the other branches, constitute satis¬ factory evidence that, if promoted, they will do successfully the work of the next higher grade. A pupil’s fitness for promotion is not to be determined by making a general average of his standing, but by his standing in each of the several branches as above in¬ dicated. The pupils in grades H and G are to be promoted without written examina¬ tions and without monthly estimates. “In case the parent or guardian of a pupil is dissatisfied with his or her non-promo¬ tion, such pupil’s fitness for transfer shall, on the application of the parent or guardian, be determined by a written examination, the results to be considered as additional evidence of the pupil’s proficiency; and, in case the parent or guardian is still dissatisfied, it shall be the duty of the principal to report the case, with all necessary information, to the superintendent of schools.” Cleveland, Ohio. — The school year is divided into two terms, and the promotions are made at the close of each term. Pupils in the first half-year of any grade are said to be in the second or lower division of that grade, and those in the second half-year are in the first division. In all grades below the high school, promotions are made from the second to the first division without examination, unless those who are not recommended for promotion desire to take the examination. If such pupils reach a suitable standard in examination they are given a trial in the higher division. In passing from one grade to another, however, all are subjected to an examination, which counts for only half in determining the pupils’ qualifications for promotion. Allegheny, Pa. — Each principal is responsible for all promotions in his own school, but the superintendent determines the fitness of those pupils who desire to enter the high school. The tests in all cases are oral and written examinations combined. Philadelphia, Pa. — Promotions from the primary to the secondary and from the sec¬ ondary to the grammar schools are made semi-annually. Such promotions are subject to the direction of the superintendent, except that the promotions from the B to the A classes 1 of the grammar grades shall be under the direction of the principals or supervising principals of the schools containing grammar grades. All promotions from the primary to the secondary schools are made only on the averages obtained at the semi-annual ex¬ aminations. Promotions from one grade to another of the same school may be made at the discretion of the principal. The examinations are mainly in writing and occur semi¬ annually. Pupils who complete the studies presented for the ‘ 4 senior class, ’’and obtain general averages of not less than 70 per cent, on final examination are entitled to diplomas. Pittsburg, Pa. — “The principals of the several schools have full charge of promotions from grade to grade, except those from the highest grammar grades into the high school. In some of the schools promotions are made from class standing of pupils, in some by written examination, and in others by oral examination. Admission to the high school is by written examination, conducted by the superintendent and the high-school faculty, in orthography, reading, writing, drawing, arithmetic, geography, grammar, and history. ” Providence, R. I. — “During the first five years of school life, pupils are promoted from grade to grade solely upon the judgment of their teachers. During years six to nine, inclusive, upon the united judgment of the teacher and the principal of the school, based upon daily work (determined by occasional marking of test exercises) and upon semi-annual examinations, the work counting two- thirds and the examination one-third in this estimate. In the high school the same method is pursued. Pupils whose daily work is credited at 80 per cent, or above are not subjected to the semi-annual examina¬ tion. Pupils who have been twice over the work of any grade are promoted without reference to their record.” Milwaukee , Wis. — It is the duty of the principals to report to the superintendent the results of all examinations for promotion within a week after their occurrence, together ’Each “grade” is divided into a B and an A class, representing the first and second half-year's work, respectively. 206 EDUCATION REPORT, 1887-88. with duplicate copies of the records of the pupils’ regular work during the time they have been in the grade, and with specimens of the penmanship of the pupils examined. No promotions are made until the examination and record of pupils’ work have been approved by the superintendent, and the promotions authorized by him. The basis of the regular class promotions is an average of credits obtained by the pupils in the final examination and in their regular work during the time they have been in the grade. An average of 70 per cent, of the combined standings in each of the subjects of reading, penmanship, and arithmetic, and an average of 70 per cent, in ail other studies, entitle pupils to promotion, but those who fall below this standard may be promoted if upon re-examination they obtain a standing of 70 per cent, in each of the studies mentioned. Pupils completing the full course of instruction in the elementary schools and obtain¬ ing in the combined record of grade work and final examination an average of not less than 70 per cent, in each of the studies of reading, language, spelling, and arithmetic, and an average of not less than 70 per cent, in all other studies, and who obtain not less than 50 per cent, of the maximum standing in either of the records of work and exam¬ ination respectively, receive certificates entitling them to admission to the high school. “ The superintendent may exempt any pupils from examination and grant promotions or certificates to said pupils upon such written vouchers and upon such records of the pupils’ work, presented by the principal and class-teachers, as shall be in his judgment a satisfactory evidence of the fitness of such pupils for promotion without resort to exam¬ ination.” EXAMINATIONS AS A BASIS FOE PROMOTION. The discussion of the examination question has continued during the year with un¬ abated vigor, though it is apparent that the movement opposed to examinations has reached a point beyond which its progress must be slow indeed. It may be true, as one enthusiastic advocate of the “teacher’s estimate” system has said, that “examinations for promotion will soon be things of the past— an unpleasant memory,” but it is not likely that such a condition of affairs will exist for a number of years at least. A large number of sturdy believers in the efficacy of examinations must be converted or removed from their present commanding positions before it may be expected to witness the final decease of the examination system. In the last Education Report, extracts were presented showing in what esteem the writ¬ ten examinations are held in Boston, Philadelphia, and other cities. The following para¬ graphs show the favorable opinions of a number of other officers controlling systems of various degrees of importance: “Examinations of too great frequency, or improperly conducted, or when made the sole test of advancement, may be hurtful, and give plausibility to the charge of cram¬ ming; but as a means of putting a pupil to the test, and of compelling him to reduce to written form his knowledge on the subject of his studies, they are almost invaluable and should not be banished entirely from the schools.” [Mr. J. E. Safer, president of the board of education, Columbus, Ohio.] “The semi-annual examination for graduation serves a most important purpose in the school economy. It constitutes a standard toward which all — both teachers and pupils — may strive; it unifies the work of the schools; it prevents unfit pupils from being gradu¬ ated into the central school; and it is one of the most powerful agencies in the hands of the superintendent by which to discover and correct abuses and deficiencies in teaching. ” [Superintendent William H. Maxwell, Brooklyn, N. Y.] 1 ‘ The superintendent has for two or three years had a special examination under his personal supervision, in order to ascertain the exact condition of each class. Experience has proved that this is the most valuable of all the examinations, and acts as a powerful stimulus on both teachers and pupils. ’ ’ [Report of the Public Schools of Savannah, Ga. ] “There are at least two direct and highly beneficial advantages arising from the judi¬ cious use of written reviews. They are the one thing needful to reveal to teachers the lamentable and unaccountable misapprehension which some pupils are constantly getting in regard to their studies, from both their own efforts and the instruction of their teach¬ ers. Written reviews also promote exactness of thought, definiteness of conclusion, and cultivate the power of clear and concise expression. Indirectly they are, when wisely treated, great helps in creating an earnest and high moral tone in the school, and thus often become efficient aids in securing good discipline.” [Superintendent W. E. Buck, Manchester, N. H.] “ It is quite the fashion in certain quarters to denounce the written examination as putting too severe a strain upon the pupils, or as inducing a mechanical sort of work on the part of the teacher. It is true that written examinations may be so conducted as to do harm, and so any other good thing may be abused; but these examinations as they have been carried on in Hingham are a help to teachers and pupils. It is a good thing for a merchant to take account of stock at the end of the year, to balance his books and THE VALUE OF EXAMINATIONS. 207 see how he stands with the world; it is a good thing for a school-hoy once in a while to be called upon to tell definitely what progress he has made, what power ho has gained in the time that has passed. The examinations may be used to spur a lazy pupil, with¬ out unduly urging the one who studies faithfully; they make very good exercises in the use of language ; our pupils do not worry nor fret over them; on the contrary, the chil¬ dren themselves see in the examination a means of finding out whether they really un¬ derstand what they have studied.” [Superintendent L. P. Nash, Hingham, Mass.] “These examinations are in writing outlie subject studied, and are intended to ascer¬ tain how much the pupils have been benefited, rather than how much they remember. I have found them valuable; they serve to show improvement and deficiences. The at¬ tention of the teacher is called to both.” [Superintendent F. E. McFee, Woonsocket, K. I.] “After all the agitation on the subject of examinations for promotion has had its day and the atmosphere has been cleared of the smoke of the conflict, I predict that the ex¬ amination, by some other party than the teacher of the class, will survive as a prominent factor in determining the promotion and classification of pupils. It may not be diffi¬ cult to conceive an ideal condition of things in which such means would be unnecessary and useless, but that condition does not now exist and, I am afraid, will not exist this side of the millennium.” [Superintendent A. T. Yfiles, Covington, Ky.] “Well-conducted written examinations, at suitable intervals, furnish to teachers and pupils reliable information upon various matters which it highly concerns them to know, and which could be obtained by no other means. They reveal to pupils their defi¬ ciencies and acquaint them with the accuracy and pemnanency of their knowledge and their ability to express, in writing, what they have labored to acquire. They furnish teachers with the desired information concerning the knowledge or ignorance of their pupils of the subjects pursued, and reveal to them also the efficiency and defects of their own instruction.” [Superintendent J. H. Davis, Somerville, Mass.] Opposing vieics. — Dr. E. E. White, now superintendent of the Cincinnati; (Ohio) schools, is pre-eminently the leader of the anti-examination crusade, and it is but proper to quote his utterances at some length. In his last report is the following: “ In considering, from a wider survey, the evils resulting from stated written exami¬ nations when used to determine the promotion and classification of pupils, and to com¬ pare schools and teachers, I once used these words:1 “ ‘They have perverted the best efforts of teachers, and narrowed and grooved their instruction; they have occasioned and made well-nigh imperative the use of mechanical and rote methods of teaching; they have occasioned cramming and the most vicious hab¬ its of study; they have caused much of the overpressure charged upon the schools, some of which is real; they have tempted both teachers and pupils to dishonesty; and last, hut not least, they have permitted a mechanical method of school supervision. “ ‘Z'i is not asserted that these results, especially in the degree here indicated, Lave nr;l versally attended the adoption of the “ examination system. ’ ’ These tendencies have been more or less effectively resisted by superintendents and teachers, and they have been measurably offset, in some instances, by other measures, as the considering of the recitation record of pupils; but the testimony of educators, competent to speak, con¬ firms the writer’s experience and observation, and inside facts show that the above in¬ dictment of the system, when used for the purposes named, is substantially true. In the very nature of things the coming examination with such consequences must largely determine the character of the prior teaching and study. Few teachers can resist such an influence, and, in spite of it, teach according to their better knowledge and judg¬ ment. They cannot feel free if they would. The coming ordeal fetters them more or less, whatever may be their resolutions, and many teachers submit to it without resist¬ ance; and this is sometimes true of teachers who have been specially trained in normal schools and are conscious of the power to do much better work. They shut their eyes to the needs of the pupil and put their strength into what will ‘ ‘ count ’ ’ in the exami¬ nation. ’ “On visiting the schools I found on every hand these unfavorable influences of the system, and all efforts to secure the adoption of more natural and rational methods of teaching ran directly against this examination wall. I soon became convinced that no satisfactory change in school instruction could be effected while, this hindrance was in the way, and the only remedy that promised relief was a radical one — the disuse of stated written examinations to determine the fitness of pupils for promotion. But this involved the devising of another method as a substitute, one that would afford relief and, at the same time, secure that degree of uniformity of attainment essential to the proper classifica¬ tion of pupils. The disposition to make a change was enhanced by the discovered fact that the examination system was failing to secure this result — the one specially sought to be attained by it. It was found on inquiry that the lower third of the pupils ad- Elements of Pedagogy, page 1S9.” 208 EDUCATION REPORT, 1887-88. mitted to the high schools in September, 1886, were in attainment more than a year be¬ low the pupils in the upper third of the class, and a like difference in attainments was found in the classes in the intermediate schools. The very thing that the ‘percented examinations ’ were failing to secure, was needed uniformity of attainment. ******* “An impression seems to prevail that written examinations have been wholly dis¬ pensed with in the Cincinnati schools. This is an error. The written test is no longer made the basis for the promotion of pupils , and it no longer occurs at stated times, but it is continued as an element of teaching, where its uses are many and important. It is now distributed throughout the year and comes without previous notice. “There is nothing in the new plan that prevents the superintendent from subjecting the instruction in any branch or in any grade or school to such tests, oral and written, as will in his judgment indicate the success of teachers or suggest and promote needed improvement in methods. It is believed that the use of special tests from time to time, the same being unannounced and unanticipated, are much more effective and sal¬ utary than a reliance on stated examinations for which pupils may be specially pre¬ pared and even ‘ crammed, ’ to use a word which, as an educational term, ought to be obsolete. Besides, it is not easy to prepare tests that will disclose imperfections in teaching and, at the same time, be a fair basis for promotion. An examination employed as an aid in teaching and study is one thing; an examination regularly instituted to determine the transfer of pupils is a different thing.” Other arguments advanced upon the same line are as follows: “Nothing is more delightful to a teacher than to have his work commended, and if by industrious examination we ascertain the parts of each teacher’s work that can be justly commended, he will daily seek to make it worthy of praise in all respects. The teacher is daily finding out the attainments of each member of his class, and when the time arrives for promotion, is it not wise, if we would properly grade the schools and stimulate the scholars, to avail ourselves of this knowledge ? If the teacher knows that this opinion of his pupils, ascertained through daily contact with them in the class¬ room, is going to be the most important item in determining the question of promotion, will he not endeavor all the more faithfully to teach his class and manage it so that his work may have the greatest possible effect in getting his pupils ready for promotion? And will not the pupils, who know that their teacher mainly decides upon their fitness for promotion, be more anxious to work so as to deserve their teacher’s good opinion? Under the present system there is no doubt of the fact that our pupils are acquiring not only more knowledge than by the old method, but that they are acquiring vastly more power, and what is most desirable, our teachers are encouraged to use better methods of instruction.” [Superintendent II. A. Wise, Baltimore, Md.] “The factitious importance of high per cents., a superstition in which pupil, parent, and teacher join, and which makes it almost impossible for the superintendent so to prepare for the examination as to have its real purpose carried out, makes it a time of excitement injurious in some instances to health, and injurious in all instances to sane habits of study.” [Superintendent J. J. Burns, Dayton, Ohio.] ‘ ‘ The plan of admitting to the high school without a special examination has been in operation for twelve years. * * * We are told that with our present method the high school will contain some poor scholars. This is true, and we presume this would be the case in any school under any system. A school is maintained for the benefit of the community, not for the purpose of affording a place where certain good scholars may recite daily. The schools must take the material that is found in the community and work with it. A dull child must attend somewhere. We can not select the class of pupils we desire. We can keep a child for years in one grade, but he cannot be denied the benefits of the schools, even if in the curriculum there are studies in which he fails term after term to pass an examination. We are told also that there will be shirking on the part of many unless the members of the class are driven to their work under the spur of an examination. This is a confession of weakness upon the part of teachers and examiners and a charge of lack of capacity and disinclination to work upon the part of the pupils. Not all who are enrolled upon a school register are capable of becoming good scholars. There are many teachers who are doing good work in the school-room to-day that were unable when pupils to pass a good examination. Their efficiency now, however, is not questioned.” [Superintendent J. G. Edgerly, Fitchburg, Mass.] “It seems wise that, if possible, the instruction in our schools should be freed from the narrowing and mechanical influence of the present system of examinations. Any at¬ tempt, however, to relieve the situation by freeing some branches from prescribed ex¬ aminations might intensify the pressure on percented branches. I believe a large per¬ centage of the teachers are decidedly opposed to that cramming and driving for percents, and to a narrow-rut, routine method of teaching which these percented examinations necessarily impose on the schools.” [Superintendent S. S. Taylor, St. Paul, Minn.] THE IMPORTANCE OF PRIMARY SCHOOLS. 209 PRIMARY SCHOOLS. Each year adds to the importance attached to the training of the first three or four years of a child's school life. In the last Annual Report of this Bureau the subject was touched, and an intimation given as to the increased attention which the lower grades were receiving at the hands of school boards. During the year just past this movement, if such it may be called, has extended until every city in which this Office has a corre¬ spondent has been more or less affected by it. It cannot be said that the full importance of primary schools is yet universally rec¬ ognized in the substantial matter of dollars and cents, but that importance i3 certainly realized; and such is the progressive spirit now manifested by school authorities that the realization of a genuine need is almost invariably the precursor of its recognition in the more substantial way. It may, therefore, be confidently predicted that primary schools everywhere will soon be placed upon their deserved basis of equality, at least, with schools of higher grades, not only in the matter of equipment but in quality of teachers as well. The extracts below show the reasons for the efforts that are being put forth in this di¬ rection, and in a measure, the progress already made toward the accomplishment of the desired end : “ Nearly two- thirds of the pupils attending our schools receive instruction in the pri¬ mary department. Considering this, together with the fact that here the foundation of their training is laid, and that many pupils finish their education in them, there can be no question of the fact that these schools should receive the most of our care and atten¬ tion — every convenience should be supplied, and every inducement held out, so that all the children of proper age in the city might be able to avail themselves of their human¬ izing influence. As they are equipped, organized, and conducted, so will our system be — they are the vital part, and their improvement or decline will in the greatest degree af¬ fect the whole system. They should be amply supplied with inviting school buildings, conveniently located, suitably arranged and furnished, and with experienced and well- paid teachers.” [Superintendent Henry A. Wise, Baltimore, Md.] The views of Superintendent A. T. Wiles, of Covington, Ky., are expressed by this quo¬ tation from the late Joseph Paine, of the College of Preceptors, London: ‘ ‘ Whatever may be done in the case of those children who are somewhat advanced in their course, and who have, to some extent at least, learnt how to learn, it is most of all important that, in the beginning of instruction, and with a view to gain the most fruitful results from that instruction, the earliest teacher should be an adept in the science and art of education. We should do as the Jesuits did in their famous schools, who, when they found a teacher showing real skill and knowledge in teaching in higher classes, pro¬ moted him to the charge of the lowest. There was a wise insight into human nature in this. Whether the child shall love or hate knowledge — whether his fundamental notions of things shall be clear or cloudy — whether he shall advance in his course as an intelligent being or as a mere machine — * * * depends almost altogether on the manner in which his earliest instruction is conducted.” “ In a system of schools the primary grades are in many respects the most important. In our own city this is particularly so. In these schools, embracing the work of but three years, we have as many children and as many teachers as there are in all the other grades combined, covering a period of ten years of school work. “For this reason the teaching in primary schools should be of a superior character, and teachers should be selected for them who are fond of children and who have an apt¬ ness to teach. At this age children are most susceptible to impressions, and it is in these schools where right teaching is of greatest value, and where poor teaching is most injurious. In advanced grades indifferent teaching may be endured without serious re¬ sults, provided the child has had the advantages of good mental training in the lower grades, for this kind of teaching may have so trained his mind to proper habits of study that the pernicious- effects of poor teaching in advanced grades will be greatly dimin¬ ished.” [Mr. William Connell, city superintendent, Fall River, Mass.] “The greatest good to the greatest number demands the best teachers in the primary or first four years of school life. Seventy-four pupils of every one hundred never go be¬ yond the fourth grade.” . [Report of the Superintendent of City Schools, Cairo, Ill.] “ The primary department of our schools has received, as it should, the chief consid¬ eration at the hands of this board, and it is not too much to say that its efficiency has been doubled within the past few years. “Among the first measures of reform in school organization in 1879 was the repeal of a system of salaries that did very great injury to this class of schools. No opportunity should be omitted to extend the efficiency of the primary schools; they are the basis of our system, and constitute that portion of it which carries the benefits of education to the largest number of our people.” [Mr. Edward T. Steel, president of the board of edu¬ cation, Philadelphia, Pa.] 14 ED 210 EDUCATION REPORT, 1887-88. ‘ ‘ My work of superintending lias been very much lightened by the action of the board in placing the most experienced teachers in the F grade and by retaining them there. In all good schools much attention should be given to the lower grades, but with such an excellent corps of teachers as the board has placed in the F grade, I am relieved of the necessity of visiting and instructing these teachers.” [Report of the Senior Princi¬ pal, Newport, Ky.] “ These teachers [of the primary schools] are doing their work well. They are keenly alive to its importance. The old idea of placing here inexperienced teachers or persons of ordinary capacities and meager acquirements has no favor with the board of educa¬ tion. No one has more need of experience in dealing with minds than she who has them in charge through the most critical period when they are receiving impressions as lasting as life. The work done has been exceedingly satisfactory in most part, giving evidence of most faithful efforts on the part of the teachers, and corresponding progress of the pupils under their instruction.” [Mr. Newton C. Dougherty, superintendent of schools, Peoria, Ill.] AGE FOE ADMISSION TO PEIMAEY SCHOOLS. This question is frequently discussed, and, like all others, has called forth wide differ¬ ences of opinion. The growing popularity of kindergartens and kindergarten methods has served to strengthen the ranks of those favoring early admission to the schools, while the general insufficiency of accommodations adds a potent argument to those ad¬ vanced by the advocates of the other side. The subject is not a new one, and the reproduction of a considerable number of argu¬ ments is unnecessary. The two quotations immediately following fairly show the op¬ posing views of American school-men upon the question. The fact that the two gentle¬ men quoted, both eminent educationists, held the same position and were surrounded by the same conditions at the times of writing detracts nothing from the interest of the discussion. “Under the laws of the State, children need be but five years old in order to be ad¬ mitted to a public school. Of the 70,925 on register in our schools at the close of the year but 2,241 were under six years of age. That there would be a much larger num¬ ber of pupils between the ages of five and six in attendance upon our schools, if sufficient accommodations were provided, is unquestionably true. The wisdom of permitting children under six or seven to attend school has frequently been discussed. Very many are of the opinion that the age limit for the admission of pupils should be fixed at seven or eight. In discussing this matter in my report for 1§84, I said: ‘ 1 ‘ The proposition to exclude from the schools children under six years of age has been made under the misapprehension that it would remove the necessity of furnishing addi¬ tional accommodation for our primary classes. The 2,639 children from five to six years old in attendance upon our primary classes are distributed among over fifty schools, and their dismissal would not remove the necessity of a new school building in any locality now demanding one. “‘A study of the table on page 40 of this report reveals the fact that in the richer neighborhoods of the city there are comparatively few children attending school who are not more than six years old, and that in the poorer neighborhoods there are in most of the schools from one hundred to two hundred between the ages of five and six. It must not be assumed that these young children are simply kept quiet in school and that they do not make any noticeable advancement in their studies. A visit to one of our sixth primary classes will prove the opposite to be true. Children entering school at five, as a rule, complete the first reader before they are six and are able to write numerous words and sentences from dictation. Many of these children are taken from school at an early age, and a law excluding them till six years old would not only shorten their school life but keep them longer upon the streets where those habits and tendencies are formed which seriously interfere with their future usefulness as citizens.’ “ Suchetudy and thought as I have been able to give this question during the two years since the above was written have confirmed me in the opinion I then expressed. ‘ s In St. Louis kindergarten schools, to which children are admitted at the age of four, are maintained largely at the public expense. It is claimed by those in charge that the pupils who enter these schools at four and continue until they are six have be¬ come fitted intellectually to take up the regular grade work, and that they advance more rapidly than children who are admitted to the regular school work without such preparation. If these claims are well founded it would certainly seem to be sound pub¬ lic policy to make provision for the education of children who have reached the age of five or six. The work required of pupils so young should certainly be adapted to their age, but any regulations or law fixing the legal age for the admission of pupils at over five years should be opposed.” [Report of Mr. Calvin Patterson, city superintendent of public instruction, Brooklyn, N. Y., 1886.] PHYSICAL TRAINING. 211 ) 5 70 Westfield . 3 5 8 100 6 106 35 4 39 36.8 71 Winchester . 1 26 10 36 16 8 24 66.7 Woburn . 2 3 5 68 13 81 44 9 53 65.4 73 Worcester . . . . 23 23 46 557 56 613 258 27 285 46.5 MICHIGAN. 74 Detroit . 9 3 12 554 135 689 267 77 344 49.9 75 East Saginaw . 1 0 1 80 0 80 25 0 25 31.2 76 Escanaba . 1 0 1 20 0 20 15 0 15 75.0 77 Grand Rapids . g 1 4 233 MINNESOTA. 78 Duluth . 4 0 4 301 71 372 97 11 108 29.0 79 Minneapolis . 44 44 88 2,001 653 2,654 (832) 832 31.3 80 St. Paul . (3 9) 39 1,475 371 1,846 (6 35) 685 37.1 MISSOURI. 81 St. Louis . . 28 13 41 1,668 144 1,812 953 84 1,042 . 57.5 a Statistics of 1886-87. 6 Average number, 6. 15 ED. 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 EDUCATION REPORT, 1887-88, lb 19. — Statistics of Teachers , Enrolmfgit, and Attendance in Even Continued. City or Town. Number of Teachers. Number of Pupils Enrolled. Average Atteni per Evenin NEBRASKA. Omaha . NEW HAMPSHIRE. Concord . . Dover . . Manchester . Nashua . . NEW JERSEY. Camden . Gloucester « . Harrison . Jersey City . Millville . Newark . New Brunswick. Orange..... . Passaic . Paterson . Salem . Trenton . NEW TOEK. Brooklyn . Buffalo . Cohoes...., . Long Island City. New York . Rochester . Utica . Watertown . Yonkers . OHIO. Chillicothe . Cleveland . Delphos . Sidney . Xenia . PENNSYLVANIA. Allegheny . Ashland . Beaver Falls . Chester . .... Dubois . Erie . Harrisburg . Hazleton . Lancaster . Milton . New Brighton .... New Castle . Olyphant . Philadelphia . Pittsburg . Pittston . Plymouth . Scranton . Wilkes Barre . (i) 4 24 ?! (5) 'll (3) 23 6 (199) 14 | 0 257 3 1 2 (341) 55 56 15 10 119 7 10 1 4 24 6199 70 15 12 376 10 10 1 12 20 4 1 7 2 2 5 2 8 1 2 1 2 341 55 6 12 222 714 133 100 (382) (412) 200 (210) 200 920 432 2,310 (57) (159) (265) (2,177) 78 | (193) (11,404) 854 I 882 225 I 275 (475) 16,866 i 6,665 (556) 18 290 40 291 170 ,068 35 30 60 691 141 40 *>92 75 135 191 87 2,349 25 45 25 200 (16, 079) 1,800 160 350 854 807 35 258 25 0 57 111 0 0 95 0 0 128 0 2,401 0 151 130 382 412 350 ' 210 312 920 547 2,897 57 159 265 2,177 78 193 41 9 55 20 (98) (288) 100 80 435 370 75 (1,315) (50) . ££ . 40 T 0 11,404 1,736 500 475 25,531 556 406 40 400 205 2,326 60 802 141 40 317 75 135 319 87 , 750 25 57 25 200 ,079 ,860 160 350 ,454 807 (4,496) 420 I 441 (242) 6,056 |2,993 (188) 120 20 132 62 604.9 20 26.4 20 74.6 5 474 64 20 160 52 82 35 35 18 28 16 140 (3,108) 990 120 200 339 21.9 a Statistics of 1886-S7. 6 Number at the close of the term, STATISTICS OF EVENING SCHOOLS. 227 Table 19. — Statistics of Teachers , Enrolment, and Attendance in Evening Schools — Continued. City or Town. Number of Teachers. Number of Pupils Enrolled. Average Attendance per Evening. Ratio of Average Attendance to Enrolment. 6 S Female. Total. Male. Female. Total. Male. Female. Total. I o 3 4 5 6 7 S 9 10 11 KHODH ISLAND. 132 Bristol . 2 3 5 74 44 118 (5 >5) 55 46.6 133 Central Falls . 3 3 6 100 27 127 (38) 38 29.9 134 Cranston . 1 0 1 46 7 53 . . 135 Cumberland . 8 3 11 199 130 329 (152) 152 46.2 136 East Providence . 2 0 2 60 0 CO 33 1 0 33 55.0 137 Newport . 0 6 6 59 63 138 Pawtucket . 13 9 90 (Si 52) 3S2 (118) 118 30.9 139 Providence . 49 106 155 1, 93S 880 2,S18 . i . 140 Westerly . 5 1 6 151 40 191 (94) 94 49.2 141 Woonsocket . 10 21 31 400 179 579 (2 60) 2CQ 44.9 VEBMOXT. 142 Rutland . 0 5 5 130 34 164 53 0 53 32.3 VIRGINIA. 143 Norfolk . 2 0 2 50 0 50 42 0 42 84.0 WISCONSIN'. 144 Madison . 4 0 4 48 0 48 38 0 38 79.2 145 Milwaukee . 40 21 61 2,351 426 2,777 962 211 1,173 42.2 146 Oshkosh . 1 0 1 (1 3) 13 147 Watertown . 3 0 3 65 1 o 65 4S 0 48 73,8 143 Wausau . 0 2 2 90 18 108 70 10 80 74.0 CHAPTER VIII. STATISTICS OP CITY SCHOOL SYSTEMS. Remarks Relating to School Statistics of Cities— Names of City Superintendents— Statistics of Popula¬ tion and School Enrolment and Attendance ( Table 20, ' — Statistics of Teachers, Accommodations, and Salaries ( Table 21)— Statistics of School Property and Receipts (Table 22)— Statistics of Expenditures (Table 23) — Statistics of Public High Schools (Table 24) — List of Cities and Towns from which no Sta¬ tistics have been Received — Remarks Relating to the General Comparative Statistics — Comparative Sta¬ tistics of Enrolment, Attendance, Teachers, and Sittings (Table 25) — Summary of Same by States, Geographical Divisions, and Classes according to Population (Table 26) — Remarks Relating to the Comparative Statistics of Property, etc. — Comparative Statistics of Property, Expenses for Tuition, and Receipts from Local Taxes (Table 27) — Summary of Same by States, Geographical Divisions, and Classes according to Population (Table 28). SCHOOL STATISTICS. Great improvement in the statistical portions of the reports of superintendents is ap¬ parent each year. But many incongruities must be remedied and a much nearer approach must be made to general uniformity before perfection in this regard will be attained. There is no lack of interest in the matter, for a desire is manifest on the part of every superintendent to make his statistics as complete and accurate as possible. The truth is that the frequent discussion of the subject has not yet led to a general agreement a3 to what items should be reported, or to a full understanding as to how deductions should be correctly made. As the facts elicited by the statistical forms of inquiry of this Bureau are those which have been settled upon by eminent educationists as being of prime importance, and are thought to be easily obtainable in any city, the following explanations are given of their significance and the methods of determining each, in the hope that a better understand¬ ing of the subject and greater uniformity may be secured. ^Reference to Tables 20 to 24 will show the application to the statistical tables of the facts obtained by the inquiries mentioned. The items are taken up in the order in which they occur in the tables. Total population of the city or town. — Though the school population is the true basis for all school computations and comparisons, it is often convenient to use the total popu¬ lation to show with what other cities a comparison of the statistics of any city may be equitably made. In other than census years it is seldom that the exact total popula¬ tion can be given, and the figures in this column are generally estimates. They should not be used, therefore, in any precise calculations. Population between the ages four and twenty-one. — These ages are the limits within which school attendance ordinarily lies. As it includes all who could under any but extraordinary circumstances be expected to apply for admission to the schools, the item has its value, though it lacks some of the elements of importance possessed by the next item. It is not usual that children are sent to school before they are at least five years old, and the school life of the vast majority of persons terminates long before they reach the age of twenty-one. But it was recommended by the National Council of Educa¬ tion in 1885, and it is generally conceded, that the legal (iiermissible) school age be from four to twenty-one; and considerable value attaches to the number of persons entitled to admission, in the opinion of educational experts, if not according to the laws of all the States. It was also recommended that four to twenty-one be the census age as well, and that the age of each child enumerated be noted, in order that the number of chil¬ dren between any ages could be easily ascertained. This suggestion has produced no tangible result, for it is not yet possible to secure the actual population between four and twenty-one, except in the cities for which that was already the census age. In order to obtain the desired figures, however, recourse has been had to a method de¬ scribed in a previous report.1 Briefly stated, the method consists in estimating the popu- 1 See Education Report 1SS5-S0, p. 23. 228 CITY COMMON SCHOOL STATISTICS. 229 lation four to twenty-one upon the basis of the given population of the State census age, and in doing this, the ratio to each other of the two quantities as shown by previous National and State censuses is considered. The actual population four to twenty-one iu the few instances in which it has been ascertained has coincided almost exactly with the estimates made in this Office, thus proving the latter to be at least near enough cor¬ rect for purposes of comparison. Population between the ages six and fourteen.— These ages were decided by the National Council of Education to be the proper limits for compulsory education. As a uniform basis is necessary in comparing cities of different States, it is believed that this is as sat¬ isfactory a basis as could be established. It is certainly a more equitable one than the population four to twenty-one, for it is between six and fourteen that the vast majority of children attend school; the course in the elementary schools, which all but a small proportion of the whole number attend, is usually designed to cover that period. The population six to fourteen is obtained in the same manner as that described in the pre¬ ceding paragraph. Number of children of school census age. — For cities in the same States or in different States with similar school ages this item furnishes a fair basis of comparison, but its use under other circumstances should be avoided. The figures, unless marked ‘ ‘ estimated, ’ ’ are supposed to be obtained by actual count. Enrolment in private and parochial schools. — In very few cities or towns are the public schools patronized to the exclusion of all others. The extent of the work done by pri¬ vate schools is well shown by the comparative table (Table 25). These schools should be considered in determining the educational conditions of any community, and it is unfortunate that accurate statistics concerning them can seldom be obtained. No at¬ tempt is made to secure anything more than their enrolment, and even that is almost invariably estimated. It is not intended that the number given under this head should include the students in colleges, normal schools, or other institutions of a grade higher than the average high school. Total enrolment in public schools. — There seems to be no reason for disagreement with re¬ spect to this item. To know the full extent of the influence exerted by a system of schools the number of all those benefited by them in any degree should be recorded. The total enrolment includes all children in attendance during the year without regard to the time of their continuance in school. Duplicate enrolments caused by promotions, transfers, or re-entry in the same year after temporary absence, must not, of course, be included. As evening schools labor under entirely different conditions, and are usually maintained for those beyond the school age, their statistics should in all cases be kept separate from that of day schools. The “average monthly enrolment,” “average number belonging,” “number belonging at the end or the year,” etc., are frequently used in statistical statements, and would be of undoubted value in the national statistics if it were possible to realize the ideal con¬ dition of uniformity. As yet their use is impracticable. Average daily attendance. — The significance of this item is well known. It is among the most important of the facts desired by the student of school statistics. The ‘ ‘ aver¬ age daily attendance” is the average of the attendance for all the days in the year. This seems quite simple to one unacquainted with the variety of methods used in arriv¬ ing at that average, but a great many superintendents have not yet adopted the follow¬ ing, which is the usual and probably the best method: The attendance for one day may be expressed as a mixed number if necessary ; for in¬ stance, if thirty pupils are present all day, three for one-half day each, and three for one- quarter day each, the attendance for that day may be correctly expressed by 30-f-li-f- ^=321. In this suppositional case the attendance for the day would be equivalent to the attendance of one pupil for 32J days, or to that of thirty- two and one- quarter pupils for one day: it is not, therefore, improper to allude to attendance in terms of “days,” as well as in terms of “pupils.” The “total attendance in days (or pupils) ” of any school for the year would be the sum of the attendances for all the days. The “total attendance in days (or pupils) ’ ’ for a system of schools, then, is simply the sum of the like quantities for all the schools, and the “average daily attendance” is the quotient obtained by dividing this “total attendance ” by the number of days the schools were required to be actually in session. The rule here given does not in any way conflict with that in use by State superin¬ tendents, who obtain the average daily attendance for an entire State by adding the average daily attendances of all the units of school organization, whether they be cities, districts, or counties. It should be remembered that the city is a unit of organization and in all statistical matters it must be treated as such. The frequent changing of res¬ idences with the consequent transfers of pupils from school to school, and the practice of opening new schools in the midst of the school year make it impossible to secure strict accuracy of statistics if each school be considered separately. 230 EDUCATION REPORT, 1887-88. In any case, actual presence in the schools only should be considered. Those absent from any cause should not be counted as in attendance. Number of days schools were taught. — In city systems, almost without exception, all schools are required to be in session for the same length of time. The number of days in the year on which the schools are required to be actually in session should be shown under this head; and this number should be used in obtaining the average daily attendance, even if some of the schools be granted special holidays. - Total attendance in days of pupils of all grades. — This quantity shows the aggregate number of days attended by all pupils in the schools reporting it. The method of cal¬ culating it was explained under the head of ‘ ‘ average daily attendance. ’ 1 The term is not generally understood, for a great many superintendents report the average daily at¬ tendance and the number of days the schools were taught, and yet fail to report this item. In cases of this kind the total attendance was determined in this Office by a simple multiplication. Greatest number of teachers employed in all schools at any one time. — A great deal of trouble has been experienced in framing a question that will elicit the exact informa¬ tion needed in regard to teachers. The form of the, question in the inquiries for this Re¬ port was not by any means satisfactory, and will be altered in future inquiries. What it is required to know is the number of regular teachers’ places provided. The number should not include substitutes nor those whose time is principally devoted to supervision. “Special teachers ” are merely supervisors of particular branches of study and should be classed with the supervising and not the teaching force. Number of public school buildings. — In the column under this head appears the num¬ ber of different buildings in actual use for school purposes in each city. The fact that a building is rented should not exclude it from the number; but small “annexes ” ad¬ jacent to, and belonging to the organization of larger buildings should not be counted. Number of sittings for study in all public schools. — This number indicates the number of seats available for use in all schools. Double desks should be counted as two seats. Annual salary of city superintendent. — The words of the heading convey the full mean¬ ing intended. It is not desired to know what is paid to school visitors in the absence of a superintendent, nor in case the superintendent has other duties to perform, what proportion of his salary is for supervision. The full amount per annum received by the chief supervising officer in payment of all services is wanted. Its use to superintendents and boards of education is obvious. Free text-book system. — Unless all pupils are supplied with everything necessary to the prosecution of their school work, it can not be said that the free text-book system pre¬ vails. The reply to the question upon this subject should indicate precisely the plan in use. Value of public property us°d for school purposes. — This is self explanatory. The’value of rented premises has no place here, but unused school buildings and vacant school sites may be properly included. Heating apparatus frequently causes trouble in this connection, for many do not understand its correct classification. When heating and ventilating arrangements are essentially parts of a building, there is no reason why their value should not be included in that of the building, like other permanent fixtures, such as gas-jets, bells, etc. If movable stoves are used, a distinction must be made, and their value must be classed under the head of furniture. Scientific apparatus, includ¬ ing such articles as maps, globes, etc., used as aids to instruction is what is intended to be classed with libraries. Total value of taxable property in city or tovm. — The use of this item and the difficulties experienced in its application have been frequently shown in previous Reports. The trouble lies in the different bases of assessment in the various States and in the general unreliableness of the estimates, which are usually made without data sufficient to guar¬ antee reasonable accuracy. Receipts. — The subdivisions under this head represent the items which occur most fre¬ quently in reports of school finances, and which show the most important sources from which school moneys are derived. It must be borne in mind that all receipts from each of the several sources should be included under its proper head. All money received from the State treasury, without regard to the name of the fund, should be reported together, for in no two States are the funds distributed in the same way, and no other arrangement than this is practicable when cities of all States are brought together in the same sta¬ tistical table. The same may also apply to “city appropriations;” general appropria¬ tions, special appropriations, appropriations for superintendent’s salary — all should be included. County school taxes are imposed in some States, and receipts from this source should have a separate place in the financial statements of cities benefited by such taxes. Tuition fees received from non-residents form aD important part of the income ot some school-boards, and for this reason, as well as to show the extent of outside patronage, this subdivision is useful. CITY COMMON SCHOOL STATISTICS 231 “The total receipts for the year” do not iaclude money borrowed either by negotiat¬ ing simple loans or by the sale of bonds. As this total may be used in summing up the receipts for a number of years, it will be seen that to include receipts of money borrowed would necessarily lead to duplication and the apparent receipt of more money than was really available for school purposes, for the receipts of a future year will in¬ clude the funds for the payment of the loans. The balance remaining from the previous year was a part of the receipts of that year, and must not be included in this. “The total amount of funds available during the year ” includes both the balance from the previous year and the receipts from loans and bond sales, and must not, therefore, be used to determine the receipts for a series of years. Expenditures of school moneys. — School expenses are of three kinds: First, permanent expenditures; second, expenses for supervision and teaching; third, current or incidental expenses. These terms are generally understood and need little explanation. There is some likelihood of error, however', in regard to what should be classed under “perma¬ nent repairs. ’ 1 Nothing should be included under this head that does not add to the permanent value of the school property. Minor repairs that merely replace loss or re¬ store the buildings to their previous good condition should be considered as current ex¬ penses. “The total expenditure for schools” does not include the payment of the prin¬ cipal of loans and bonds, for this expense had already been included in previous totals, and to include the payment of indebtedness incurred by such expenses would only lead to duplication. It may be well to call the attention of reporting officers to a mistake that is not in¬ frequently noticed, namely, failure to report items of school expense not paid directly by the school treasurer. In certain cities the board of education controls only a portion of the money expended for schools. In some localities the superintendent of schools is considered a city officer, and his salary is paid without passing through the hands of the board of education; in others, janitors of school buildings are neither controlled nor paid by the school authorities; in yet others, all expense for building, repairs, and the like, is met by the city council directly, such expense not appearing on the books of the school board. In reporting school expenditures, all these items should be included, whether paid by the school-board or not. The mere fact that the money was not disbursed by a school officer makes the expense no less a school expense. There is only one way to re¬ port school finances so that all cities may be fairly represented upon the same basis, and that is to report all expenses incurred in the maintenance of the schools. High schools. — The terms used in the high school table are either self-explanatory or have been explained in the preceding paragraphs. The number of students, instructors, etc., shown in that table are not additional to the general statistics, but are included therein. Names of City Supei'intendents by whom the Information in Tables 20, 21, 22, 23, and 24 was Furnished. ALABAMA, California — continued. Birmingham. J. H. Phillips. Eufaula, X. M. Hyatt, lively, J.M. Osborn. Mobile, E. R. Dickson. Montgomery, S. H. Bartlett. Selma, J. W. Mabry. Talladega, - . Tuscaloosa, Carleton Mitchell. ARIZONA. Tucson, W. W. Gillette. ARKANSAS. Foit Smith, X. P. Gates. Helena, Aaron Meyers.1 Hot Springs, J. D. Kimbell.2 Little Rock. J. R. Rightsell. Pine Bluff, J. W. Parse.2 Texarkana, William Moseley. CALIFORNIA. Los Angeles. W. M. Friesner. Marysville, F. B. Crane. Oakland, Fred. M. Campbell. . Sacramento, M. R. Beard. I San Francisco, J. W. Anderson. ! San Jose, F. P. Russell. ■ Santa Cruz, D. C. Clark, j Santa Rosa, Chas. E. Hutton, j Yalleio, J. R. Whitaker. Woodland, Geo. Banks. COLORADO. Aspen, F. G. Salmon. Leadville, W. W. W atters. Pueblo, J. S. McClung. CONNECTICUT. 1 Bridgeport. H. M. Harrington. | Bristol, John J. Jennings. Derby, Edward B. Gager.2 East Hartford, Joseph O. Goodwin.3 Enfield, Geo. W. Winch.4 Greenwich, Myron L. Mason.5 Hartford, Win. Waldo Hyde.6 Killingly, A. Ames.6 I Manchester, Dr. O. B. Taylor.5 i Meriden, J. T. Pettee. | Middletown, W. B. Ferguson. 1 Secretary of school district. * Chairman board of school visitors. 2 Secretary of school board. 5 Secretary board of school visitors. 3 Secretary board of visitors and acting visitor. 6 Acting school visitor. 232 EDUCATION REPORT, 1887-88. Names of City Superintendents by whom the Information in Tables 20, 21, 22, 23, and 24 was Furnished — Continued. Connecticut — continued. Naugatuck, E. C. Gardner. New Britain, J. N. Bartlett. New Haven, Samuel T. Dutton. New London, - . New Milford, C. A. Todd.1 Norwich, N. L. Bishop.2 Plainfield, Rev. S. H. Fellows.1 Portland, Geo. B. Cleveland.3 Putnam, Rev. F. H. Church.4 Rockville, W. B. Foster. Stafford, Rev. F. L. Batchelder.5 Stamford, Edwin L. Brady.6 Stratford, A. Wilcoxson. Thomaston, Geo. D. Ferguson.1 Thompson, Stephen Ballard.7 Torrington, W. A. Cowles.1 Wallingford, F. J. Heavens. DAKOTA. Fargo, E. H. Smith. Sioux Falls, L. McCartney. DELAW ABE. New Castle, D. B. Jones. Wilmington, David W. Harlan. DISTRICT OF COLUMBIA. Washington, W. B. Powell. FLORIDA. Gainesville, Wm. N. Sheats.8 Key West, Robert J. Perry. Palatka, - . Pensacola, N. B. Cook. GEORGIA. Americus, John M. Gannon. Athens, E. C. Branson. Atlanta, W. F. Slaton. Augusta, L. B. Evans. Columbus, A. P. Mooty. Macon, B. M. Zettler. Rome, B. Neely. Savannah, W. H. Baker. ILLINOIS. Aurora, N. A. Prentiss. Beardstown, A. C. Butler. Belleville, Henry Raab. Belvidere, J. C. Zinser.9 Bloomington, Sarah E. Raymond, Cairo, T. C. Clendenen. Canton, Wm.B. Hull. Centralia, S. G. Burdick. Chicago, Geo. Howland. Danville, O. E. Latham. Decatur, E. A. Gastman. East St. Louis, John B. Lovingston.10 Effingham, W. H. Diets. Elgin, H. F. Derr. Evanston, H. H. Kingsley. Freeport. H. S. W'ebster.11 Galena, O. P. Bostwick. Galesburg, W. L. Steele. Jacksonville, Miss Lyde Kent. Jerseyville, J. Pike. Joliet, D. H. Darling. Kankakee, F. N. Tracy. La Salle, L. A. Thomas. Lincoln, W. F. Bromfield. Litchfield, Joel M. Bowlby. 1 Secretary. 2 District superintendent. s President board of education. 4 Secretary school board. 5 Chairman board of school visitors. c Chairman school board. Illinois— continued. Mendota, William Jenkins. Moline, W. S. Mack. Monmouth, Jas. C. Burns. Olney, O. J. Bainum. Ottawa, D. R. A. Thorp. Paris, A. Harvey. Peoria, N. C. Dougherty. Peru, R.L. Barton. Pullman, D. R. Martin. Quincy, T. W. Macfall. Rock Island, S. S. Kemble. Rockford, P. R. Walker. Springfield, J. H. Collins. Sterling, A. Bayliss.12 Streator, B. B. Lakin . Waukegan, Wm. E: Toll. INDIANA. Anderson, A. J.Dipboye. Columbus, A. H. Graham. Crawfordsville, Temple H. Dunn Elkhart, D. W. Thomas. Evansville, J. W. Layne. Fort Wayne, John S. Irwin. Goshen, - . Greencastle, Robert A. Ogg. Indianapolis, L. H. Jones. Jeffersonville, R. W.Wood. Kokomo, Sheridan Cox. La Porte, W. N. Hailman. Lawrenceburg, W. H. Rucker. Logansport, J. C. Black. Michigan City, S. E. Miller. Mt. Vernon, P. P. Stultz. Muncie, W. R. Snyder. New Albany, - . Peru, Geo. G. Manning. Richmond, Justin N. Study. Seymour, W. S. Wood. Shelbyville, J. C. Eagle. South Bend, J. Dushane. Terre Haute, Wm. H. Wiley. Union City, Jas. R. Hart. Valparaiso, W. H. Banta. Vincennes, Edward Taylor. Washington, W. F. Hoffmann. IOWA. Atlantic, J. J. McConnell. Boone, Geo. I. Miller. Burlington, Robt. G. Saunderson. Council Bluffs, Jas.McNaughton. Creston, H. B. Larrabee. Davenport, J. B. Young. Des Moines — east side, Amos Hiatt. Des Moines— west side, Mrs. L. M. Wilson. Dubuque, Thos. Hardie. 1 Fort Dodge, Melvin F. Arey. Iowa City, W. A. Willis. Keokuk, W. W. Jamieson. Lyons, H. E. Robbins. Marshalltown, - . Mt. Pleasant, Fred. A. Jackson. Muscatine, F. M. Witter. Oskaloosa, Orion C. Scott. Ottumwa, A. W. Stuart. Sioux City, A. Armstrong. Waterloo— east side, R. G. Young. What Cheer, W. J. Dean. KANSAS. Atchison, F. M. Draper. Clay Centre, Frank J. Baker. El Dorado, Chas. F. Gates. Emporia, J. E. Klock. 7 School visitor. 8 County superintendent. 9 Principal. 10 School treasurer. 11 Clerk board of education. 12 Superintendent district No. 3. CITY COMMON SCHOOL STATISTICS. 233 Names of City Superintendents by whom the In formation in Tables 20, 21, 22, 23, and 24 was Furnished — Continued. KANSAS— continued. Fort Scott, D. Bemiss. Hutchinson, John Scliurr. Independence, T. W. Conway. Kansas City, John W. Furgeson. Lawrence, E. Stanley. Leavenworth, John Cooper. Marysville, J. W. Quay. 1 Newton, J. W. Cooper. Ottawa, G. I. Harvey. Parsons, L. Tomlin. Salina, - . Topeka, John M. Bloss. Wichita, M. Chidester. Winfield, James H. Hays. KENTUCKY. Bowling Green, W. B. Wylie. Covington, A. T. Wiles. Dayton, R. M. Mitchell. Hopkinsville, C. H. Dietrich. Lexington, John O. Hodges. Louisville, Geo. H. Tingley, Jr. Newport, John Burke. Owensboro, A. C. Goodwin. Paducah, A. H. Beals. Paris, D. P. Pratt. LOUISIANA. Baton Rouge, Geo. W. Buckner.2 New Orleans, - . MAINE. Auburn, N. H. Woodbury. Augusta, J. O. Webster. 3 Bangor, S. P. Bradbury.4 Bath, J. G. Richardson. Biddeford, Royal E. Gould. Calais, A. J. Padelford. Deering, F. E. C. Robbins. Eastport, C. H. Cummings.5 Gardiner, O. B. Clason. Lewiston, A. M. Edwards. Portland, Thomas Tash. Rockland, F. E. Hitchcock.5 Saco, J. M. Bailey. Waterville, W. C. Crawford. Westbrook, H. K. Griggs. MAE YL AND. Baltimore, Henry A. Wise. Frederick, Glenn H. Worthington. Hagerstown, P. A.Witmer.6 MASSACHUSETTS. Adams, W. P. Beckwith. Amesbury, F. Savage.7 Amherst, J. B. Child. Arlington, Wm. A. Winn, M. D.7 Athol, Edgar V. Wilson. Attleboro, J. O. Tiffany. Beverly, Wm.H. Lovett.5 Blacksione, Adrian Scott. Boston, Edwin P. Seaver. Braintree, Chas. L. Hunt. Brockton, B.B. Russell. Brookline, D. H. Daniels. Cambridge, Francis Cogswell. Chelsea, Eben H, Davis. Chicopee, R. H. Perkins. Clinton, Wm.W, Waterman. Massachusetts— continued. Concord, Wm. L. Eaton. Danvers, A. P. Learoyd.8 Dedham, Guy C.Channell. Easthampton, F. G. Morris.7 Everett, R. A. Rideout.9 Fall River, Wm. Connell. Fitchburg, J. G. Edgerly. Framingham, O.W. Collins. Franklin, Geo. B. Dorr.10 Gloucester, Freeman Putney. Great Barrington, Geo. K. Holmes.7 Greenfield, P. Voorhees Finch. Haverhill, Albert L. Bartlett. Hingham, Louis P. Nash. Holyoke. Edwin L. Kirtland. Hopkinton, F. I. Brown. Hyde Park, Richnrd M. Johnson.8 Lawrence, Geo. E. Chickering. Leominster, I. Freeman HalL Lowell, Geo. F. Lawton. Lynn, O. B. Bruce. Malden, Chas. A. Daniels. Marblehead, Wm. D. T. Trefry.10 Marlborough, - . Medford, E.Hunt. Melrose, J. O. Norris.7 Methuen, Wm.M. Rogers. 7 Middleboro, Edward P. Fitts. Milford, S. F. Blodgett. Millbury, I. B. Sayles. Monson, James Tufts." Montague, Lucas J. March.7 Nantucket, Arthur H. Gardner. Needham, Emery Grover.7 New Bedford, Wm. E. Hatch. Newbury port, Wm.P.Lunt. Newton, Thos. Emerson. North Adams, Anson D. Miner. North Brookfield, L. Emerson Barnes.7 Northampton, George B. Drury. Northbridge, S. A. Melcher. Peabody, Thos. Carroll.7 Pittsfield, Thos. H. Day. Plymouth, Chas. Burton. Randolph, John B. Wren.7 Rockland, J. C. Gleason.7 Salem, Alfred B. Brown,8 Somerville, J. H. Davis. Southbridge, J. T. Clarke. Springfield, Thos. M. Balliet. Stoneham, Sarah A.Lynde.5 Stoughton, Winslow Battles. Taunton, J. C. Bartlett. Wakefield, Wm. N. Tyler.11 Waltham, Henry Whittemore. Warren, Edward Ayres. Watertown, George R. Dwelley. Webster, E. P. Carter. West Springfield, A. H. Smith.12 Westborough, E. B Harvey. Westfield, Henry Fuller.5 Weymouth, Gilman C. Fisher. Winchester, E. Hunt. Woburn, F. B. Richardson. Worcester, A. P. Marble. MICHIGAN. Adrian. Geo. W. Walker. Ann Arbor, W. S. Perry. Battle Creek. L. R. Halsey. Bay City, J. W. Smith. Cadillac, A. S. Hall. Cheboygan, F. O. Wickham. Coldwater, H. M. Slauson. Detroit, W. E. Robinson. 1 County superintendent. 2 President of parish school board. 8 Secretary of school committee and inspector, 4 School agent. 5 Secretary of school committee. 6 County examiner. 7 Chairman school committee. 8 Secretary of school board. 9 Principal of high school. 10 Chairman of school board. 11 Secretary pro tempore. 12 Chairman of committee. 234 EDUCATION REPORT, 1887-88. Names of City Superintendents by whom the Information in Tables 20, 21, 22, 23, and 24 was Furnished — Continued. Michigan— continued. East Saginaw, C. B. Thomas. Escanaba, Kirk Spoor. Flint, - . Grand Haven, Egbert L. Briggs. Grand Rapids, F. M. Kendall. Ionia, W. D. Clizbe. Jackson City, district No. 1, - — Kalamazoo, Henry N. French. Ludington, A. F. Webster. Marquette, AnnaM. Chandler. Marshall, O. C. Seelye. Menominee, Jesse Hubbard. Monroe, J. A. Stewart. Negaunee, F. D. Davis. Niles, John D. Schiller. Pontiac, Ferris S. Fitch. Port Huron, J. A. Stewart. Saginaw, E. C. Thompson. West Bay City, J. E. Lemon. Wyandotte, L. M. Kellogg. Ypsilanti, R. W. Putnam. MINNESOTA. Anoka, J. H. Cummings. Brainerd, J. A. Wilson. Crookston, John Bloore. Duluth, R. E. Denfeld. Faribault, S. B. Wilson. Mankato, A. F. Bechdolt. Minneapolis, John E. Bradley. Red Wing, O. Whitman. St. Cloud, C. C. Schmidt. St. Paul, S. S. Taylor. Stillwater, Frank T. Wilson. Winona, V. G. Curtis. MISSISSIPPI. Jackson, H. J. Fry. Meridian, A. A. Kincannon. Natchez, J. W. Henderson. Vicksburg, H. T. Bloore. MISSOURI. Butler, J. F. Starr. Carrollton, W. D. Dobson. Carthage, S. S. Wells.1 Chillicothe, I. M. Gross. Clinton, Chas. B. Reynolds. Columbia, I. H. Brown. De Soto, James P. Dougherty. Hannibal, H. K. Warren. Independence, Wm. F. Bahlmann. Jefferson City, Ralph E. Oldham. Kansas City, J. M. Greenwood. Lexington, II. D. Demond. Louisiana, R. B. D. Simonson. Maryville, E. J. ti. Beard. Mexico, D. A. MacMillan. Moberly, L. E. Wolfe. Nevada, W. J. Hawkins. Pierce City, Elmer E. Norris. Rich Hill, B. F. Carroll. St. Charles, G. W. Jones. St. Joseph, E. B. Neely. St. Louis, Edward II. Long. Sedalia, Wm. Richardson. Springfield, J. Fairbanks. Washington, B. J. Specking. MONTANA. Butte, J. R. Russel. NEBRASKA. Beatrice, I. G. Pearse. Fremont, J. Alva Hornberger. Nebraska— continued. Grand Island, Robt. J. Barr. Hastings, J. B. Monlux. Kearney, Jesse T. Morey. Lincoln, II. S. Bowers. Omaha, II. M. James. Plattsmouth, W. AY. Drummond. NEVADA. Carson City, H. H. Howe. Gold Hill, F. M. Huffaker. Virginia City, F. M. Huffaker. NEW HAMPSHIRE. Claremont, Edwin Vaughan. Concord, L. J. Rundlett. Dover, Channing Folsom. Keene, Ira J. Prouty. Manchester, AVm. E. Buck. Nashua, O. S. AYilliams. Portsmouth, C. H. Morss. Rochester, Henry Kimball. Somersworth, - . NEW JERSEY. Atlantic City, L. C. Albertson. Bayonne, Geo. AY. Strieder.1 Camden, Martin O. Bergen. Elizabeth, J. Aug. Dix. Gloucester, J. C. Stinson. Harrison, J. Dwyer. Jersey City, Addison B. Poland. Lambertsville, Geo. Pierson. Long Branch, J. M. Green.2 Millville, J. AY. Newlin. Montclair, Randall Spaulding. Morristown, AV. L. R. Haven. Bit. Holly, Chas. D. Raine. Newark, AYm.N. Barringer. New Brunswick, Charles Jacobus. Orange, U. AV. Cutts. Passaic, H. H. Hutton. 3 Paterson, O. BI. Brands. Phillipsburg, Edwin C. Beers. Plainfield, Rev. J. L. Hurlbut. Rahway, Elihu B. Silvers. Salem, Robt. Gwynne. Trenton, Frank O. Briggs. 4 AVeehawken, Otto Ortel.6 NEW YORK. Albany, Chas. AY. Cole? Albion, Freeman A. Greene. Auburn, B. B. Snow. Batavia, Gardner Fuller. Binghamton, BI. W. Scott. Brooklyn, AVilliam H. Blaxwell. Buffalo, J. F. Crooker. Canandaigua, ILL. Taylor. Catskill, James V. D. Ayers. Cohoes, Chas. F. Blerrill. Corning, A. Gaylord Slocum. Cortland, Frank Place. Dansville, F. J. Diamond. Dunkirk, John AY. Babcock. Ellen ville, Ira AV. Lawton. Elmira, G. V. R. Blerrill, Flushing. John H. Clark. Geneva, AV. H. Vrooman. 8 Gloversvilie, H. A. Pratt. Green Island, James Heatly. Herkimer, A. G. Bliller. Hoosick Falls, John E. Shull. * Hornellsyille, W. R. Prentice. Hudson, J. BI. Frost. Ilion, Laselle H. White. Ithaca, Luther C. Foster. 1 Secretaryof board of education. 5 Principal of schools. 3Principal of high school. ‘President of board of education. 5 Superintending principal. 6 Acting superintendent. 7 Principal. CITY COMMON SCHOOL STATISTICS. 235 Names of City Superintendents by whom the Information in Tables 20, 21, 22, 23, and 24 was Furnished — Continued. new’ york— continued. Jamaica, - . Jamestown, Samuel Q. Love. Johnstown, Win. S. Snyder. Kingston, Clias. M. Ryon. Lansingburg. Edward Wait. Little Falls, Edwin C. Ashley. Lockport, Charles W. Warren. Long Island City, Sheldon J. Pardee. Lyons, William Kreutzer.1 Malone, D. H. Stanton.'* Medina, Charles E. Allen.8 Middletown, A. B. Wilbur. Mt. Vernon, Jared Sanford.4 New Rochelle. I. E. Young.6 New York, John Jasper. Newburg, R. V. K. Montfort. Ogdensburg, Barney Whitney. Olean, W. L. MacGowan. Oswego, E. J. Hamilton. Owego, E.J. Peck. Penn Yan, Henry White Callahan. Plattsburg, Fox Holden. Port Chester, J. W. Diehl.6 Port Jervis, John M. Dolph. Poughkeepsie, Edward Burgess. Rochester, S. A. Ellis. Rome, M. J. Michael. Saratoga Springs, E. N. Jones. Seneca Falls, L. C. Andrews. Sing Sing, J. Irving Gorton. Syracuse, Edward Smith. Tarrytown, Wm. T. Lockwood,2 Tonawanda, Frank A. McCoy. Troy, David Beattie. Utica, Andrew McMillan. Waterford, C. V. Cobb. Waterloo, A. R. Serven. Watertown. Fred Seymour. West New Brighton, Chas. E.Surdam. White Plains, John P. Moran,6 Yonkers, Charles E. Gorton. NORTH CAROLINA. Durham, Edwin W. Kennedy. Fayetteville, X. A. Sinclair. New Berne, John S. Laws. Raleigh, Edward P. Moses. Reidsviile, Geo. R. McNeill. Winston, William A. Blair. OHIO. Akron, Elias Fraunfelter. Alliance, Charles C. Davidson. Ashtabula, I. M. Clemens. Bellaire, - . Bellefontaine, Henry Whitworth. Bueyrus, F. M. Hamilton. Canton, J. H. Lehman. Chillicothe, John Hancock. Cincinnati, Emerson E. White. Circleville, M. H. Lewis. Cleveland, L. W. Day. Columbus, O. E. D. Barron. 6 Dayton, - . Defiance, C. W. Butler. Delphos, E. W. Hastings. East Liverpool, A. J. Surface. Elyria, Henry M. Parker. Findlay, J. W. Zeller. Fostoria, W. T. Jackson. Fremont, W. W. Ross. Gallon, M. Manley. Gallipolis, J. J. Allison. Hamilton, L. R. Klemm. Ironton , R. S. Page. Lancaster. Geo. W. Welsh. Lima, J. M. Greenslade. ohio— continued. Mansfield. John Simpson. Marietta, C. K. Wells. Martin’s Ferry, Edwin E. Sparks. Massillon, E. A. Jones. Middletown, Frank J. Barnard. Mt. Vernon, J. A. Shawan. Nelsonville, F. S. Coultrap. Newark, J. C. Hartzler. Norwark. William P. Comings. Painesville, G. W. Ready. Piqua, C. W. Bennett. Portsmouth, Tlios. Vickers. Ravenna, - - Salem, M. E. Howe. Sandusky. Henry A. Balcam. Sidney, P. W. Search. Springfield, A. E. Taylor. Steubenville, H. N. Mertz. Tifiin, I. W. Knott. Toledo, H. W. Compton. Urbana, A. C. Deuel. Van Wert, Daniel E. Cowgill. "Washington, X. H. Chaney. Wooster, W. S. Eversole. Xenia, E. B. Cox. Youngstown, F. Trendley. Zanesville, W. D. Lash. OREGON. Astoria, C. W. Shively.7 Portland, T. H. Crawford. Salem, S. A. Randle. PENNSYLVANIA. Allegheny, John Morrow. Allentown, L. B. Landis. Altoona. D. S. Keith. Ashland, J. H. Michener. Beaver Falls, M. L. Knight. Bellefonte, David M. Lieb. Bethlehem, G. H. Desh. Braddoek, Edwin Twitmyer, Bradford, - . Bristol, Matilda S. Booz. Butler, E. Mackey.8 Carbondale, John J. Forbes. Carlisle, C. P. Humrich.9 Chambersburg, - . Chester, - . Columbia, S. H. Hoffman. Conshohoeken, Joseph K. Moore. Corry, A. D. Colegrove. Danville, W. D. Steinbach. Du Bois, Frank Hutton. Dunmore, L. R. Fowler. Easton, William W. Cottingham. Erie, H.S. Jones. Greenville, John E. Morris. Harrisburg, L. O. Foose. Hazleton, David A. Harman. Honesdale, Geo. W. Twitmyer. Johnstown, T. B. Johnston. Lancaster, R. K. Buehrle. Lebanon, J. T. Xitrauer. Lewistown. - . Lock Haven, Jno. A. Robb. McKeesport, Chas. W. Deane. Mahanoy City, Wm. L. Balentinc. Meadville, H. V. Hotchkiss. Milton, S. O. Goho. Monongahela City, - . Xantieoke, Will S. Monroe. New Brighton, E. C. Lavers. New Castle, F. M. Bullock. Norristown, Jos. K. Gotwals. Oil City, C. A. Babcock. Olyphant, John Rutledge.8 1 President of board of education. 2 Secretary of board of education. 3 Principal. 4 School commissioner. 6 Principal of public schools. 6 Clerk of board of education. 7 County superintendent. 8 Principal of schools. 9 Secretary of school board. 236 EDUCATION REPORT, 1887-88. Names of City Superintendents by whom the Information in Tables 20, 21, 22, 23, and 24 was Furnished — Continued. Pennsylvania— continued. Philadelphia, Jas. MacAlister. Phoenixville, H. F. Leister. Pittsburg, Geo. J. Luckey. Pittston, Robert Shiel. Plymouth, P. Martin.1 Pottstown, W.W. Rupert. Reading, Z. X. Snyder. Scranton, George W. Phillips. Sharpsburg, W. T. Noss. Shenandoah, L. A. Freeman. South Bethlehem, Owen R. Wilt. South Easton, S. E. Shull. Susquehanna, Jas. F. Lannon.2 Tamaqua, Robt. F. Ditchburn. Titusville, R. M. Streeter. Tyrone, B. F. Pinkerton. Warren, A. B. Miller. Washington, A. G. Braden. Westchester, S. W. Starkweather. Wilkes Barre, A. W. Potter.3 Williamsport, S. Transeau. York, W. H. Shelley. RHODE ISLAND. Bristol, J. P. Reynolds. Burrillville, Rev. A. H. Granger. Central Falls, Asa H. Nickerson, M. D. Cranston, Aaron S. Haven. Cumberland, Robert Murray, Jr. East Providence. George N. Bliss. Johnston, W. E. Wilson. Newport, Geo. A. Littlefield. Pawtucket, Fred. Sherman. Providence, H. S. Tarbell. South Kingstown, Arthur W. Brown. Westerly, Rev. O. U. Whitford. Woonsocket, Frank E. McFee. SOUTH CAROLINA. Charleston, Henry P. Archer. Columbia, D. B. Johnson. Greenville, Wm.S. Morrison. TENNESSEE. Chattanooga, H. D. Wyatt. Clarksville, J. W. Graham. Jackson, Frank M. Smith. Knoxville, Albert Ruth. Memphis, C. H. Collier. Union City, Price Thomas. TEXAS. Austin, John B. Winn. Brenham, W. H. Flynne. Brownsville, J. F. Cummings. Denison, W. D. Gerard. El Paso, C. Esterly. Fort Worth, Alex. Hogg. Galveston, Jacob Bickler. Houston, W. S. Sutton. Palestine, J. E. Rodgers. Paris, C. A. Bryant. Sliei'man, Nathan Somerville. Waco, J. N. Gallagher. 1 Principal. 2 Secretary of school board. UTAH. Ogden, Edw’dH. Anderson.4 Provo, - . VERMONT. Bennington, Ralph H. Bowles, Jr. Brattleboro, Albert D. Spaulding. Rockingham, Geo. A. Brown. Rutland, Edward L. Temple. St. Johnsbury, Anne S. May. VIRGINIA. Alexandria, Richard L. Carne. Fredericksburg, E. M. Crutchfield. Lynchburg, E. C. Glass. Norfolk, Geo. W. Taylor. Petersburg, D. M. Brown. Richmond, Jno. B. Cary. Staunton, W. W. Robertson. Winchester, Maurice M. Lynch. WASHINGTON. Tacoma, E. P. Young. Walla Walla, R. C. Kerr. WEST VIRGINIA. Charleston, Richard Gaill. Grafton, U. S. Fleming. Martinsburg, J. A. Cox. Parkersburg, W. M. Straus. Wheeling, W. H. Anderson. WISCONSIN. Appleton, A. B. Whitman. Baraboo, W. J. Brier. Beloit, T. A. Smith. Berlin, N. M. Dodson. Chippewa Falls, C. R. Long. Fond du Lac, I. N. Mitchell. Fort Howard, Otis R. Larsen. Green Bay, Cornelia B. Field. Janesville, C. H. Keyes. Kenosha, James Cavanagh. La Crosse, Albert Hardy. Madison, Wm. H. Beach. Menomonee, Stella Lucas. Merrill, Howard A. Talbot. Milwaukee, Wm. E. Anderson, Monroe, C. F. Niles. Neenah, Robt. Shiells. Oconto, D. P. Moriarty. Oshkosh, W. A. Gordon. Portage, Chas. T. Susan. Racine, H. G. Winslow. Sheboygan, Geo. Heller. Stevens’ Point, Frank W. Cooley Watertown, C. F. Dicbahn. Waukesha, Geo. H. Reed.1 Wausau, Chas. Y. Bardeen. WYOMING. Cheyenne, J. O. Churchill. 3 Superintendent of third district. 4 County superintendent. Table 20. — Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Ir CITY COMMON SCHOOL STATISTICS. 237 » : icw •BDpWIO • ir^jo endnj ;o s.\wa up oouupuoppy l«)ox I6SIKESS § sa iaaa s§is » S* ilSI 0ti l rH •jqSn-nx ©.WAV siooqos ©H -qnj ba-bq J© Jaqtunjsx © e “ l» gsggsggs 8 g§ jggg ggsg : Average Daily Attend¬ ance in Public Day Schools. H aaaiaaaa 8 issias siig < »H *ox . sis iiaas i aaaaaa aaaa ef jr-T ,-T r-Teefi-T t- coco •apBuia^ V4 § i is§ a ss ias issi h' -jrH « ®9 :3 / w •aiBK © ia. 1,020 II . A" 160 352 305 798 233 1.&1 747 311 3,730 235 4,207 1,891 202 days •siootps {Blip -OJBJ pUB OpBAUJ UI puaraiojua; papBunpsg- © lil n is 1 l is Ills nil 1 m i i i i Whole Number of Children of School Census Age. XI 3, 261 1,215 1, 294 12,000 3,618 2,476 400 1,936 6800 2, 147 1,650 1,960 7, 202 2,447 820 10,692 882 11,342 6,193 Is were in •spBuiaj h 1, 602 648 056 000) >18) 1,378 210 832 6350 1,074 850 >60) 3,724 1,262 423 5,403 460 5,676 3, 085 red school © sss&sss § ss^sse mi | 1-r ri ■* r-r eoVT to loeo Q •32 V snsuao pooips 2 S S S S 2 JhJh i> r> r> i> i> i> *> o 6'ocooo vaoioiA 11019 uoipBpndo j * sisiisii 1 siana liss Cl rH 7 nHrl^H b* t> ^ *TS op f noipBxndoj aasaaass i aaaaaa, ssaa -tfrW^co e» : NrHcfooefW »-T«od ! ‘i88I ut ‘popBiuipsa JO {BH -pay 'uoipepndoj iupox Ill lllll 1 11 ill! 111! o^',o :g o^To © . ! 1 1 i s o £ 5 ALABAMA. Birmingham . Eufaula . Lively . Mobile . Montgomery . Selma . Talladega . Tuskaloosa . ARIZONA. Tucson . ARKANSAS. Fort Smith* . Helena . Hot Springs* . Little Rook . Pine Bluff . Texarkana . CALIFORNIA. Los Angelos . Marysville . Oakland * . Sacramento . * Statistics of It ics of 1886-87. a Colored schools were in session 202 days. 6 Estimated. Table 20. — Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Inhabitants — Continued. 238 EDUCATION REPORT, 1887-88. •sap«.l£) n't? JO sjidnd JO setter u i aauBpuapjy p?jox h 5, 843,874 400, 118 158, 466 130, 488 r~j own :o :o -.to : mi t- cr. vo • in • : ©~ t-T i> mT iffi ■»“ :h co vo— i© :© :co : h i— i :tH : : r-i : 170, 654 549, 200 119,800 292, 220 1, 993, 200 307, 328 •jqSnBj, 0J9M. sjooqag AB(I Oil -qn O O rH OlCCO NHOHOhCO lO cot>io O 00 Cl lO l> o o IO r-T lO r* O CO O 00 CO CO H 05 Cl CO CO O C- N C lO iO vl lO cT v-TofiH •aiBuia^; 14,468 306) 1 433 j 0.2) CO a S' ss ISlSSFl CO CO co 33$ * gpff •ai^H w Oi co o co © v—'rH ^ 12. wt- vnSS-^Swwig- 8 3 e IN ^t-TcTtH* oo co o LO OOVOOCO 0* t- : r-i •apuna^ h 37,511 148) 793 748 674 237 871 658 145) 521) 594) 56) m) | 899 505) 1 822 (1,774) (5,284) 700 | 750 (1, 109) (4,032) (17,820) (2, 438) •9IBJ\[ 9 t> Ci>ip - W CO O O) OC S’ j •a£y snsuao tooqog HHH CO CO CO CO CO CO CO •*$< • H CO CO ri h W LO O H H HOC lO N H 1.0 lO HCOOnO • CO O 1C QOOOC4(NiOCOcOCOlO^OlOt^CMrJ< coi ocTcT*h : efr-T of r-T iOr-TcTcTcT»4 lovfco ’1881 ui ‘pa^Btui'jsjf jo pm -?oy ‘uoiqiqndo,! ibjoj, e? 300,000 16,000 7,500 6, 000 4.500 6,000 15,000 10,000 40,000 6.500 17,000 4,250 8,000 7,200 7, 100 23,778 7,000 5, 0C0 20, 000 80, 578 12,000 City or Town. ■N C ALIFOKNI A— COnt’ d San Francisco . San Jose . Santa Cruz . Santa Rosa . Woodland . COLORADO. Aspen . Leadville . Pueblo . CONNECTICUT. Bridgeport* . Bristol . Derby . East Hartford . Enfield* . Greenwich . Hartford . urn i in o-i v* Manchester . Meriden . Middletown . Naugatuck . . New Britain . New Haveu . New Loudon . tor^oo o)OHMM^iooNoociq-gM (NINO* i g'ssris ] 1 jss |§ | : : : ! i n : : £g i tjT 3 |3g‘ i mmm § S : g?g|8g ! jggggg sg gg g Sggg g Sslli is Issss : : 1 : 330 5,809 26,512 Sill 723 860 6, 582 1,855 1,616 1,362 577.8 3,118 ! 1 f| 13,882 § s? 395 453 3,548 1,050 958 362) I 385.2 1,640 Jo 8 ]S :E^e W! 1 i ! i i : : : : i sS : 12,630 S. Sa 1 328 407 3,034 805 658 (l.i 192.6 1,478 sssaBsisssssE rH iH CQ »-H rH rH* 1,164 1,135 488 8,694 34,850 884 649 482 1,233 919 1,256 7,003 3,392 2,128 1,725 632 3, 813 2,354 sigieii s Wrtrt ef SSBSSS8E 5 eo%f i-T r-T »! isglg jas|‘ gg g 1121 ill illl i r-T C 6-21 6-21 6-21 6-21 00 00 cc CC CO CO CO 00 22232333 t B8888 iBlSSgCS 11 1 i i 9 ii is i iiiiiii § r-T r-T : : I : l ! 8 :eo • rf ! 1 Jcftfefeo so ef SS588 ISISISII 81 ! 1 l§ li s 1881888 © So rtCfrfrfcf jrf^Trfrfrf^rf : rfrf B •so \n : : rf IkbiooVh iHH rf 1 III l| 1 188888 II II § .in i 18188888 8 -jT : lO'af *tf ; | uo' ’f so t*T in : : : : oo o rH * “S’ I “s' sriss^g 33S$33gSSg;Si2g ss ss s&ssgsss Statistics of 188G-87. a Average number. & Including holidays. cSorne grades were taught 150 days. Table 20.— Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Inhabitants— Continued. 240 EDUCATION REPORT, 1887-88. •sap^j£) IP* JO siidnj JO SAT5CI ut aauBpuajJY re}oj, h r 1 93, 575 413,597 441,978 168, 176 141,840 129, 288 13,042,718 344,955 379, 655 369, 498 90,000 316,920 146, 853.5 223. 361. 2 120, 086 277,550 219,536 124,603 372, 796 141,616 146, 500 153,112 131,492 87.508 271,250 150, 927 146,881 232,036 132.411.3 •jqSnBX aiaAi. stooqog abq oil -qnj bAbq; jo laqumvj © r NOWNOOlfi^lCNCOOHO^LOOOOOOWOMOlOW : — 1 CO H< OOCiNOOO'OOCOf^OOC'-OC.CU^NNC'.ClOObX'N ; CO O 00 HNHHHHrinHHNNHHHHHHHriHMHHHH ;HnH Average Daily Attend- ance in Public Day Schools. 15 i oo oo t> is \a iso :-?HOoe5Scir;t>o»odGis©i»»t:ON'ooooM«eo LS 00 X So O rt< ^T< IS O O CO CO CO O O LS CO ^ t- C3 LS X -- IS cN 'o o ; is © c~ t> r-iXTj'ot>i-ioisc©t't>xi>'S'is©«cm> of : cfr-T SrHOfrf r-T r-T r-Tr-T r-T l-f i-T ■a[Buiaj 14 245 076) 514) 1 531 383 | 388 826) (69) 1 1,076.1 945 | 250 568) 372.4 59.7) L9) >86) 288) 372 966 383 390 493 405 237 >50) 1 528 423.4 1 580 20) •ai^JM » r of ; ofr-i or-Ti> ,-rv '"U2,,_r,-r is r-i w © i © is is cc oi t- oo^"isx© CO : Cl © © © © © © CO ■*• © -C"- I> IS IOMI'. cq r ig^m ©cseq co w © co co ro eo cq 'Sieo© Whole Number En¬ rolled in Public Day Schools, Excluding Duplicates. « r 655 2, 415 302 3,396 1,487 1,059 1,093 89,578 2,466 2,822 2, 063 565 2,216 983 1,566 951 2,134 1,705 742 2, 853 1,068 890 1, 167 1,160 610 2, 013 1,058 1,129 1,514 1,107 •ajumaj; l3WOOONOCCOONWH!»M^TjiW OCOW WN^HCCO*CCNO CCOlflOOr'OXCOfNLCClOlONN OOOQOOC'OO^OXhO COiHrHl>l>lClOCOC^TjiOCOrH^?iL^^ GOCO^lG>TjtLClOCq©lOlfOl>0 rH rH LC nH r-T rH ^ rH rH cq •aiBH © OHMOOOC5 1ft«OiOQOO^C5NCOcf»5^ClOWWCyJNI>OONN C)O^XNr-XCJCCC-.C^«^CiN wr-1 LO O O M N c - o 5 ^ b LO WWHO^lOOnMWOW^»OI>T?i COCOCOlO'^LOlOCOO^lOfc'-O rH rH HHHH rH rH •sjooqog rsttp -ojej puB a^BATjA ut ijuauiiojua pajBuiijsa; © © © is iis : © t- : © © © is :©eoo©©©— ‘eo©©is io© :© -r cq cq : o : t> x : © us is is : © -c © © © © ls © © is : : © cq a • co • o;t!» co © ; co is © © © © 'T' cq • . ■ : ; ef : : : : : : » : : : : Whole Number of Children of School Census Age. ® HHCHWO Ir- ICO i> o h co w co : co h< rH w> TJ< O CM CO^ . © Cq iHTjT O 00 i-4 jgV : *""* ©>©i©i>''HcorHeot^i>T?<©©aoi©ooi©t>-C5eo -HH<©©t>©coL^~H't> CO rH CO © CO co" r-T co" i h" co" cq" tji" tp r-T ©" cq" cq" i-T co" r-T rf co" r-T •a^Buia.^ HMN00HH ! O *H o co h o co o : od co : rH © cq COrH :gi— T ©©COCqCOlOOOOI^CO©©OOOOr^^LO^CO© O^l.CMONLOCOM-OHOCii-OXOO © © 00 oo © © 1-0 H* LO l© rH LO © CO © t> ^ © r-T r-T i-Tr-Tcq Cq" CO"rHCq"rn" rH r-T *oi«K © 570 2, 459 198 3,376 1,591 982 100,505 2, 262 ©ot>i©woocoi>©^^©cq©cocq©co©H4 - © © C-l (M CO N © LO W O C Cl H H LO O CO C O ©'OXXlOOtMCOC^iMCOCOCO^LOOOlOO r-T rH tH cq" cf co" rH Cq" i-T rH i-T •aSy snsuao jooqog cqcqcqcqcqcqcqoicqcqoqoqcqcioJcqoqoqcqcqcqcqcqcqScsicqcqcqcq ©©©©ci©©«i©©ci©©©©tisiLO©ifO©©t^-H LO o c 1.C: X O Cl O CC - C ^ -H X LO oo o a O IO r^JCO©I>r^L-©©©L0l©O©^i>I>L^I>t> cq" cq" rH rH Cl" cq co" r-T cfr-T r-T rf *IZ oj f uox^Brndoj M lo © cq © cq t> :on 1C O C3 M N : © © ;^oo ihio i>coef :©v : cq OOt^QOCO-HOOOOOOtHlOt^^OClKOOCO a ^ w io o m n o cc - x rn o -- h c rc c. c: H(M©©COl©lOCN©©CNCO©©©l©©'HLO ^"i-TtjTi-Tco" Cq"i©LO r-T 00"co"l© Co"cq" COr-TrfcOr-T 'Z88T ut ‘pa^Bnxtjsg 10 jbu -joy ‘uotpqndo^ pqoj. C* ©OONOOO-OCOOOOWOOOOCOHOLONHOCSO© ©OC^OOCLOWCCOOC^OCCOCOMONOOOCOOO ©LO©CO©©©©^©©LOO©Cq©LO©©l©©©lOOC^O©^©00 \a o' t?T lo" h<" lo" ic of r-f t> o' T#io i> cT i> «cTeq\jTcfi>rH co o' o' tjT©' tj? - " Hri N H *-< ^ City or Town. Pt ILLINOIS— cont’d. Beardstown . Belleville . Belvidere a . Bloomington . Cairo . Canton . Centralia . Chicago . Danville . East Saint Louis *.. Effingham . Elgin . Evanston . Freeport . Galena . Galesburg . Jacksonville* . Jerseyville . Joliet . Kankakee . LaSalle . Lincoln . Litchfield . Mendota* . Moline . Monmouth . Olney . Ottawa . Paris* . . l>l>I>l>t^00«)J0 00 00 00C3000<»50G^Oa5CiC^Q>03C5Q3C5OOOOO CITY COMMON SCHOOL STATISTICS. 241 bIsissmss I |SglsW§‘ SlSBggsisBRISHBBIgSSBsilSH : 137,347.5 174,600 556,800 416. 892 218, 862 610, 497.8 sissBsisil SIsSss 800 2,832 1,713 2,628 2, 662 510.2 1,451 704.5 issfiBssiiiassssEassaisiisssB i^T rfVtoVf rfrf r* ~ Of Of rfeo iiiSsS of ofi-fos" j jsBBHigi ISlgJlJ 1 BBS SIJ 1*1 S 1 §11 f f- - i [sasssisi 3- S*-«,£ i- S e s iHnr°i 5 S5~S S®S § r-T r-T E cf “i ill y-i sssaaasasa O neONBC) of 3illillsssllgilgSSSilslgggsl HHCfoVn ofrHrf-TeOrfcfrH «V HH SIIBli rf^'eOrfV ESEaSiHSg BSBBSSSB S3SEIKB8SiBB83B83l iHOD of S' -T r-T r-T rfof 1 38S j r * Slgsllllll CO ^Vo-Tr-T rf ii838SgS^S8SE8l8SiS3S3S8$83 rfoSr-T rf rf rfof <*8=*S68 r-T Of in l8l«8* ri of : of : I i 18888888* IS888 iislllliiSll M -‘rf - i i ! iiiii H - 1 S jlilllSg -r i •• eToso'tf eo\-T Hii 838338 1633838388888888838838 ^(Ncicooo : efCD»H : 838S83 rfrftfoo'efcT i i iSEBSBB O' i lerHCOW rH !! §. 383338 I833II8I33 111 iiSSIl *-T i— T »— T oo »d" : of of of ofr-Tr-T » to eo'o' «%f 1 " f If 318888 i i mss^ o' : j^'r-Tcfcf _r 1 ! ISSISi Iglilglsll^lli—slls!! r-Trf^'l>'o : gVT 1-T HHH CO of eo'o' rfrf i 888833 esoioosoio oicsoioJMNoiojoJoioioiosoiSoiojoieqoiSo^oiojoJoioloi Oooioiooiooooiiooooooooooooo SssfSs g i isisssss o' | Iwsefeorjr r-T l i 8S8I38 ii88l383BS33§S888E88E8 Mrfcfld jrfo'cf of ooifloV : j ® o'o n ^ 'f o h » : : IS III! j^a Peoria* . Peru . Pullman . Quincy . Kook Island . Rockford . Springfield . Sterling (Dist.No.3) Streator* . Waukegan* . -s 1 immmmmmmmm JJI Ui Uif I iWi! iJ UJJIjJj , ■• ••:••' • mums 2 iiiiiiiiiiaisiiiiiiiiiiiiij iiiiii w §§§Ilg2S33 16 ED 3353333933388333333333333333 r-i ?H r-i rH r-i t o I icludos students in commercial and business colleges. d Population of entire city. Table 20. — Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Inhabitants — Continued* 242 EDUCATION REPORT, 1887-88. •S9pU.I0 Ipjjo spdnjjo sAucf u i aauBpuajjy ibjox *• ** iiilisisliigisi iWsMsla'iWs 265, 512 131, 5S0 117, 440 225. 925 318, 960 184, 464 161,980 375, 040 282, 080 551, 604 73,720 162, 928 •jqSnB£ aja.Ai eiooqog Ana oq -qnj sAbq; jo jaqtnn£[ © H ggilggigsgsgggg ' sssssssssssi =1 •pnO£ *5 Cl'cLcf r-T rH* rH HHHti MEgggilIg§!i rH rirHrH NrHCO >*d Qfl •apjraaji * H «,s2 18 11. gsT is Sil ~ff Ji_IllSS§g g SR .« - %Dto © O'© > e3CG *01*11 M P=( is- 13-3 IS ^ir SB' 81“ rH rH J 357 1 358 1 J" 390 1,106 826 1,554 190 473 wc§| « rt liSlSlIillgSllM mVc5hh«hh Hn'tlM sSlisillSISl N rH rH rH C3 l-Ti-TcO CS CO i-T & W 03 Jzi-S ®~g •oiBcao^ H gSSi 1111 SES9B HNN -Jr-T rH J5* rH rH 3 a §S SBBIBBBS f f" |3I& •9I«H © g|SB=Slil=glllI rHr-frH rH rn'rH -il-iliiligg i-H HHM •sjooqog jBiqa -OIBJ pue OpjAIJd ut juanqojuq; paiBtarjsa © !lllllis8|s§8i° i°ss|s|||| is 1-T e» : g * 3& 3^ O 2 *l*l°Ji 3D BMSB&gSgSiSiB *kgVMVrT«HeiHNafHH siigiiiiisii 1ft" rH rH d CO r-TrH cToS"!^ r-T ! fs JO a © 3 O •aXBtaod i* llSlsliSslSISil NWin rn'cL -T rH* -TtH" Ill S8SSSS8 : rH tftWeO I f ®CQ 0«w A O * © misiiiiiisiis NffiV H« rH- rH‘ rH*V Sslaagl|ggig rH HjTrHCO' •aSy snsuao jooqog SnnSSnnmnnnm wioLOkciinioiomuoioiouo ‘f I oj 9 uoipqndoq Sllllliiseillgl «»«P HNHH rH rH'rjr iggiiliilgli i ; «f HH BhV rH *tg oj f uoijtqndoq « i§1881illilsI§S itf^rtWiaV^etfrHWOrrHrH rH .IlllgllilSSI i 1 ©HHcieonHOrocc ci •JL8ST ui ‘pajutnijsg;. jo pm -joy ‘uoijiqndod; pqoj. fi* liliiliiiiiilii S' S' S' “5‘ t-'s “' s'^s ®*3 a'- ■" “ 25,000 7,000 6,000 12, 000 11,000 9, 912 5,400 21,486 12, 000 31,210 . 8, ‘339” City or Town. T»l iowa— continued. Dea Moines, East... Des Moines, West... Dubuque . Fort Dodge . Iowa City* . Keokuk . Lyons . Marshalltown . Mount Pleasant . Muscatine . Oskaloosa . Ottumwa . Sioux City* . Waterloo, East Side What Cheer . Atchison . Clay Centre . El Dorado . Emporia . Fort Scott . Hutchinson . . . Independence . Kansas City* . . Lawrence . Leavenworth . Marysville* . Newton . asajMiBsiBssiBa SBSSS9SBSBSB CITY COMMON SCIIOOL STATISTICS. 243 201,000 178,500 105, 074 699,984 450,062 161,942 i in Ississ § iSSSS4 31,050 2, 868, 502 246,060 132, 147 469,744 305, 796 214.700 270,000 129,690 151.752 139, 421 392.700 879.700 m 12 1 : • : 6,837,857 88,500 164,430 §§IS5§ s liiiiiisi : 31 180 al75 176 204 175 180 198 186 176 187 190 155 i m 203 148 162 117 030 920 888.8 616 952.6 mm ImM 83 8818X861888 ! ii i Sii thW eo'ef cT : to «- i i 1 s ggSIIS 3S88S883II 11 18381183831 liai 111 rH%H%H«©VrH rHCO nVmhh a" rfrfrfrT«rf rH : : :rHr7 : : : : SliiSs IS1II i3ii§ N iliiiiliSiliiii Ii? W-CNrH'O06'r-7 rHrHrH O' irfrfrfrf ]€ : rfrfrfrfrfrfrHrHrfrfjfrf^frfrf tf-'H mu S8SS ISSii ig 1 i SB 881 HH tt-flT LO- CO jHVTcf 4*g rH rH* S . ? 1 : _ gill | ilgllf !§§S!d *8888 18388 is 881 rHrH rf CO" j-Wrtrf : : ;s : rH rH sr n' N ?» IN N SSSSSSSaaS ss IMNN >A>o omw o oototiotisitioo «J>4> 4« ,1, 4, 4. 4< 4* 4<4<4<4. 4<4<4<4<4< tititi SlSsll gills lull iE llS3IS886§5gE38 112 rs rH rH Ifc Tjt fH Ht* CO • LO r-TcO js : HHNr-iNH CC IQ rH rH rH* 53 H- S3S1I8 88838 |8888 il 818881889888811 III rfrfrfrHoorf rH t> ; oofin 1-T |8 rfrflorfrfrfrfrfrfrfjjrfrHrfrf min 1111181118 is iiigiiiiiiigiii in oo»"coioesu>r »g,cr»-s-|-s-=og,cr CO ON^Vo o" Lo"g5^ji>"d'i> to |»s mm jijiiiiiii n Hmmmmi m mill g iiiijuf i! i n „ minimum § nj £ O a e « ! 2 : ? 2 ?S a I i j !« : l •! ir . _ _ mu s ill S5SSS3 sSSSISssSs SS sslsssliliiliil Hi a Ungraded schools were in session but 133 days. Table 20.— Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Toions Containing over 4,000 Inhabitants— Continued. 244 EDUCATION REPORT, 1887-88. *S9pi3I£) HU jo eitdnj jo siC-bce u i aoutf pua;;y ibjoj, • i* H ils km bin !§§§§ iiiii Issss \i* mi mip 9I9AA sjooqog AhJ(I OR -qn* tjTiq i-Tcf io g th"-' © g oo 'esf©Viu>«D i>cg ao© to to lo ifi City or Town. vi MASSACHUSETTS. Adams . . . Amesbury . Amherst . Arlington * . Athol . Attleborough . Beverly . Blackstone . Boston . Braintree . Brockton * . Brookline . Cambridge . Chelsea . Chicopee . Clinton . Concord . Danvers . Dedham . Easthampton * . Everett . Fall River . Fitchburg . . Framingham * Franklin . Gloucester . Great Barrington... Greenlield . ... Haverhill . aassasasaasaaMMissiaMaMas CITY COMMON SCHOOL STATISTICS. 245 » s : : o j LL gs j jggsas js§|3|gg|sgsg|!|!g| j||||||sg|s igssggg Iggg gB. Is isesessiaiassa i isaaSsihiEgsBistSEBiasssiigBS !§ig «* o'aNHHHH r« i i M^CO-T i-T rHeiW »'<*" V «Mrf rH i ri rH h*« OONHHP1H rH : : WHWH rH rH — < CO ^ ^ CO >— < 04 rH |HH „ JSI^fe' § j jsg ffsJ.J S J8 8 J I' ill g®gil^_!si_=g_J-4— -SsSsuf— !-§_g-H— §-I-33l-§4 — I —.,=0=5=, „ ! U£s4=* !s.e s§ IS P wEil~°8 I ! m -T ! nh : j iro I'll 11^1 i! rH* ,-T ei- gisiiisspiiiisiiissiiiiississ isiiiiiiiaiiisiiiiig ^ cf IfiTrH O 0*c4*rH* rH r-TrH rH rH h-i rH hji 0* N c4*C0 • k^T rH h}< rH CO rH pH HrHnN ii §iiisS s mis i uss is i siss a i iss PgffP.P _ ff-i _ -il-f M\ g-j— ||^Sl||§§!c®3-|g||Soi|“g||| ig~S£§l§§sgs~ig~5ggg ei- Oi'i-i' r-T r-T I-I r-l rl I— I J CS « j-T ii i°rig§s i° i°ss Pr§§ in N§= iignsgs ; i==§sss§s *1 - M I f, i 1 I" " jj _ 5B8S8SBB1888S88ga881S8S8B&8SS jS88EIS8i8Sgi3E813BS C rH t> rH rH Hf< CO* C3 N 03 CO • lOiOHO rH hji i-h 0* rH*rH* r-Tr-T S3 CO E8B3S 1 88B8 HISS Ills r §1 II I III CO^rH pH* rH rH rH • 03 pH — §iig§ - fsf-t — isis - . |st*iSS|S!i!d'~g^||83^lB|li ilss®gs||S|s=«|— g|g CO •HTrt rH l-T r-T r-T I N l-T “22Si2S12l5i22!£25l2"!2^i22i3iSJ3122i212i212SS §llllESI3SsSISIgglI31lillllSIl IliSIIIISlllSlIISSSS o’ rHO" o'o'NrHrHrH-H* r-T rH CONWOf rH r-T" *0 O'tj i> eqo t> -«a« t> o'^r*9f »o V o' o' o' o' co V «' ■*' o' o' t-' hp o' »' g o' o' o' o' o' o' o' o' o' o' ■«*' o' mi!!!! • : : : y a ii j i ffl * &Mi til P iiijifi jif liiiii Jiiul; llllllllllllllllllllllllllllllllilllilllllllllllli 88888888888888888888888888888866888688888888888888 jllJIW fjj ♦Statistics of 188G-87. 6 High school was in session 190 days. d High and grammar schools were in scss a Some schools were in session but 150 days. oSomo schools were in session but 175 days. e Some schools were in session but ISO da; Table 20. — Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Iw/mfoYanfe— Continued. 246 EDUCATION REPORT. 1887-88. •saptJiO II* jo syidrij jo ba'isq hi ooHBpuojxy vA is iiiiisiiiisisssi In Ini it Slll2s3l§gllsSsl ill ;SSS rH CO- r-T i : 9JC9AV sxooqog Abq oix -qnj sAbq; jo joquinx « ii sssisssisigisssiisiilss Average Daily Attend¬ ance in Public Day Schools. WJOJ, Ui IS IIIIeIISSISISSIS lllllil "=>• s"“ e ! •axnraaj * w It SJJI JB8 _ S.j B 1 M M SS1-1 oo © •aiBjtt W *4 3 3 3 e* 38385 si it 8 ”6 3 1 SI “IS" “lisl - - « i Whole Number En¬ rolled in Public Day Schools, Excluding Duplicates. ‘moi & WA 11 SSS883B8iSgaB§SS&331B9 of o' I-Tr-Ti-Tco r-Tcf-rri — Ti-i oTiH of «f r-T rH i-T •oXBduoj V* * i sat m m s isa&s m i ir rr g IS 111 SI 11 S f ! |f a ’OI«K 55 ^ ^!1 o M \ \ •oSy snsusQ xooqog Ui olo ©lnioioAoioioioiaiiraioiOuaioioiiinioiaiaio *F I o; 9 uoijBindoj * is gig isiseigiississpiiss ef-n" i— T i— T i— i • ©•** *•!*> t-Tei'i-Tr-i r-Tr-Ti-T ‘IS ox f uoipqndoj ee j gg 111 ililiiligslSallSSSgf ^ cicoeo j ® rLcf oi'jq p-'m cL of r-T w of cG-T ‘1,881 uf ‘popmnxsg; jo ibu -joy ‘uoijBindo^ ib;o£ s* II 1 1 ii I si ii 1 ill I list III II eLpT of o'^j'w io'i> 10'gMVtod g io • © i> cd- io City or Town. wa MASSACHUSETTS— continued. Woburn . Worcester . MICHIGAN. Adrian . Ann Arbor . Battle Creek . Bay City . Cadillac . Cheboygan . Coldwaler . Detroit . East Saginaw . Escanaba . Flint . Grand Haven"1 . Grand Itapids . Ionia* . Jackson . Kalamazoo . Ludington . Marquette . Marshall . Menominee . Monroe . Negaunee, . Niles . §§ 1*118188*99389888839839 CITY COMMON SCHOOL STATISTICS. 247 I blSI Sllllllliill fill gliilBS828Iglsil2 1 i itfgsfg mmmmi sssb \ i - - ! ISSSSI ||8|ggSg|||§ Illl 1 jlglS :^vr ifiiagasiiasa - £f 1883 r-T r-T saisssnisssssiss 1 * rf of -f • S i 5 iff f lej i s ^ pp PPFJP 8888 SI ii J sis p i 8868 j P ; ! S i ~iiVsi~sec 1181 e i '-*& e o-ifef ;3 ii m 1 B » : i §811 1 8ISSI8 8811 16888283 „-cf ;~£-r 88S8 a388Sg638688Eiai8l r-T r-T r-T ofrH* O r-TrH rH iH sa ii "§p 33§ i II £ ~ !g* pf|2 till §11111111111 rf 00 : Hill “IIS :rill®aaa rH : 00 : mg =|glllslllll&lllgl r-i CO ° | ini 1 1 s°° ii i iis in Ui i - § in : : . 888888888 i i i ii ssSlll ! : sg Ils3 HCO : WHH : i i is i is is i i i ** : -ef j :cT i-T : : : : : : : : : : : : : : : : : ms cfeoeo-^T is islgllSIllllllsIS r-^ CO* i—i i] i ii i is i 1M .JriNUM S : : : ! =8 : : : 8881 rfrfrtCf ummwim mm - or rfo § Cg jSSGCS r-T - : : di la Ms Mi! iKii*i Hi • 1 : : : = = : 8886 rt-rtVTef UlSgggigllS^iSIil rf Cf © r-T io io : io io l4 ci -cioioioioioioioi : ci io :oiou4is»iiiio»o :\a oi orci ci ooooooootitoooioooffloo ii Isas of ir-T ! ■ § i is i is ii i i i ! H i |s i |i| : i : : : : : : §§a§ rfrfcfof 868681888888883183 llVT r-T of rf^rf cfr-T SI !g|l \ § I Is i ll !l ! 1 ! -• i f i is !- m : : : : i : : : ISIS efcoW 813888816868838888 rH'rfcfefrfof^lo'rfof»efrf«rf^ef^ ii it ii “3 is !«*■ 1 .1 iliillflfsll Vao'io gf t> cf© if «o'jg o g 1111 “s'sa llllllliisilllllll ■>*■<* ao us oo icf- ^Tco : r-T ‘3* •ax^raoj * a issas 480 506 491 539.5 662 435 1 ft m .assTS^. .... P 9 s’-1” 60® 2 £ £■ 2 z."** o c o > eJ02 •9IBH M BBsSS 1 §1 &S i ◄ r—i Ci r-1 r*«f A >.60 hos •I^jox sssssig 1 SS583S85 g I ii i-T ioVnm" r-T r«i-TrlrH 'fOrt s i" .a 3 3 tf&i •9XBm9d fM 578 331 812 390 ISIS ISggSISi 1 i ii & .Si'll 1 dia ; i .s'® o o, 0^,3 o g2ccP •»I*K © 514 225 2,587 27, 684 1,100 1,902 181 58858885 1 is i •sxooqog j«np -OJBJ PUB SJBAlJd UF © *888 111 a i N in° 8 : : is • (jaaraxoaua pojtJinijsa M § • i i " i ! a 2 • ass i ins i llllllSs in 2§> O ® *I«?°X <2D r-TrH'cT 1 M i jcOiOri : cf rtrHOfefrtOfj^T r-T Z. 3 2 = §3S ilia S §8688583 SIS So- 3 O •9XBn39J -S| | r-Tcf r-“ rS M -VOOr* ® OQ 113 i ms o $ S8S835SS sag £ •9IBJM © ”1 i-Tcsf i rH* -*oo •oSy siisuoQ xooqos «9 mim 3 mimi S2S 5S8 i i||3 l 1IS31SS1 ss 15 •ft o? 9 noxjBxndo j * **1 jefeB"rt -r r-T VoTph' rH M §§§ III I missis sn TZ oj V uojjBinaod xjT|>N cT efwefeWoftJtf .JWeff mini 1 mnisi |g| ..OO L ui ‘pgjBanjsg; jo inn -joy ‘aoijBxndod ibjox e* a a»s's>-'ss» 8S888S8 1 88868885 CITY COMMON SCHOOL STATISTICS. 249 §§i : jlsSgl s's§ i iffift i i mi ill HSSS§B888S8ai |SI 888138888 mi m jsi mmm i -T : cf : « >-< : £2” S!§ iggfss §88833888888888883388833 ISSSSlisIl gsSSflsgg «Vh S383 lie isSBlilMSlSSS IlS r-TcTN : 2 :hh ” |5 ” ” t*'"1 :n’~i 9,810 449 2,872 773.9 3,252 67,711 19,621 625 520 II gfsglil 38_ is, ki I„P _ i J ili ssisis S' - “8"bs- IS- 15 i s' i £ tSgSSS S i si is ill S 11 is! : : ^3a§gg~ - "S'"' IsIilSIIl Ills isslsl 13883888883888- -"'s'" i s' -'"' j "'s'-'-'s'-'- "'-' S333S3333 454 988 770 476 1,853 141) 7G9 651 410 II il 13 II 38 11 18 "If i Is- " i it? s sf_ 388383 Jh i-T C* ©to kCrHcTS' 36883^888 rf iIS£ll iSejJl8='fg^Sel - j is- =llls3iss 12 . 600 ' 3,766 1,176 150 125 25 1 ! is 18188981888881888888 j jef j ** hW cf rn 8S8SS ill i “ l*f I 1 is i issis :« t icfrfrfr-f : : : : i : ill! i86iiE888g3888838888 r-'«V» | cf jgVTco efrf rH -T .O ©Vcf ® of cf rfVfcTof 18988 i§! i is- ; : : 8 il 1 Iggel fiii 11 il SS888 1 1 SIS 1 cf jrf rfVf cf 1— T rfVT rf Sf i_l - |fif is ggssig i ”-^is i I i Si I is i iSSsi r i f : : : §g=® ig£isiii=iaissir;i^g : I-T r-Ti-T cf rt" HH 1-f : fins !§si '"Is 1 >5 A j4 mnSnnnnmS 100000100010 g II i 18838 ;r-T I jrfrfrf I j 1 sill iS3SB88S88SS38883888 Me,S“ I"JW ~ Wcico'rf^r-r^rf OH 18881 in i : eorfeo :«sf : i r i 8 ii i ifSlg ~ jeo j kciNrt : i : 1111 18388888338888388388 cf us 0 JH- j efwiHeoeo'iHcfrftTod'co'eoeoeocfrf-feo jSSBl \m 1 : co ih ^ 1 1°° : i il iiini “ jS jSSS®* •* : mi iiiiiii iiiiiiiiiiiii »'SSS j»g-"S-' p»gS3g"S""SS ! 1 818188888 8,°'8'"S'g'g't-'“' H | m ; !! inyyy I illllllil TT Hi Mi! JJlijiJ g Illllllil 8E88S8888 988SS888883BSS883333388S 833333333 of 1886-87. a Primary and ungraded schools, 175 days; high-school, 190 days. 6 Average number. c Estimated. Table 20. — Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Inhabitants — Continued. 250 EDUCATION REPORT, 1887-88. •S3praj£) IIP jo siidnj; jo s/CpX Y* 3, 103 1, 425 8S1 680 1, 270 816 4, 577 1,003 1,260 1,776 968 627 1,268 2,046 1,316 947 1,791 2,544 1, 282 1,711 1,551 1,257 2,606 41i 1,283 •oipma^ rt ON O OH 1-i O CO co 050 05 OO Ol O r-iOrHO J ON CO Hi CM I'* Hi l> O O iC ” P © « CO o ^ H ; 00 t: S t> l> o : 1,294 656 879 785 506) 138) !S3) •oiPJVI © r lOO CO rH* Of : 1,250 626 832 766 1 £ •siooqog iPiqo -o.iPti pup 8jpaijX lgsilSISIIIllgl§I3gSIIIi!lg J>rl ei I-Teo h'» CO rfcfr-T r-Tc0 M rH of 1-1 mci CO «TefH 05 r-Tr-T •aiprag^; i> 4,035 896 84) | 600 40) 629 3,513 177) 1,075 185) 623 10) 820 1,527 '00) B 52) 1,086 1,496 1, li •aipjtt © l!£|a§i^!sg§g;S^§§2atS3S n ei i-T r-Tr-T •dSy snsuaD xooqog : S C4 04 1C LC 1C »C LO LO 1C LO li hi 1C LO 1C 1C li 1C 1C 1C 1C 1C 1C 1C * 1C 1C li *H oj 9 uoijBindoa; 3,979 893 1,105 637 1,538 615 3,497 1,759 911 1,257 659 455 809 1,562 . 569" 1, 384 781 1, 899 1,073 1,519 1,612 1,218 . 4,553 605 900 •jg oj f uoxjPindoj M illSiiisIiiics illllillg Ils! GO rH e* rH CO rH CO rH of rH rH 03 j rH Csf r-i' rfi of CO W CM :aTrHrH : : 7881 ui ‘paipm^sa; jo ipn -joy ‘uoi;p[ndo ih is ^oa co o Bssiift&BSBSBSBSSftgssBSSftsM o' of r-T r-T e-f cT ioy ®* >88863 : • 1 5888888 eo P P Si S^s.-^f„S IjsS^S 1 Sfc§2'|® w ”3 S' ins 8886863 ^-3- »"®£-E 3 Sr-rH^Jg le §3 I § §1“”'' §§ l^'l SIS “8 1 s' ■=■' : &> co, Isis'" 8888888 188il88Smi8SIBSSagS36S688SBE8 -T of -(H o’ 05«-< ’i-T eo r-T r-T N Ift" r-T ef r-l i-Tef 00 O N CO 888881 Of P iSsssli PP r-T Pco" 1 gS 8 111 SI 1 8 888 II 1 88 H"s SS = "r'sir j3Prf” sT ills si SB88SI8 ef *^IIs|i£|lg“S§Sg^g-£||5=-|§Sg isis$= rH* 88S8S88 N P s*S8SS8 11881888 18*588 1815**88*2 S'- j- j | c,- in is j 1 j 1 §S |88§8 8BS818E56 1 1888881888888888888 IS Pefcfef«o-»5 Iliii! \H i i I 111! cselSS mmi o- ! jj !| ! 1 * iiilSU 5335318588838531858838888385688 S§Sssl 8883888 I lies of 1886-87. Table 20.— Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Inhabitants— Continued. 252 EDUCATION REPORT, 1887-88. •saptjxo IIB JO sncQDcoir:o Wr-OOGOOOC5UOOO)b»Hl>*OOCiOOOOdGOr}iXO>OOWOXi>b* ^00 rf ~VT 1-4 r* -H~ •eXBUiaa 14 O CO ^ NHC^^M^MH^OONOONO>WOWCOCiOO«OM?OCO^(N N0iM«000«0C0H<000O05C0HTHO^WHW(MWONNa)(N i>io^co^o^co^co^co^io^ooo^i>a>iOTPOco^coci co ef^Tef *®I«W 13 O I> CO CO 00 CO OCJMHNl>COWQ^?0 0>CO^^NHu5TnV-Oi^(NNOOi^ OCO^OlftHiONONNb-OOlONHMTfiOH'HO’t’^OUJOO OCt0^lOCOO*rjiCO’^ICOlOCOCO’^1^CJOO^I>Ci^COOCO'^COt>- Whole Number En¬ rolled in Public Day Schools, Excluding Duplicates. •Wioj, « COrHlOOOr>O^OOlOlOOa5(M^QO^COUOOrHOCO lOCC5a)N^HO^CC»-iOOr-(MOCOlOXHI^COrtiOOCWOO OilO(NOWOCJOOCOC5t^OHWC'JCOHHOWHW^OC4HW iH JgTHg^fHbTrH i-f rHiHrHiH*i-rcfcCrH C* cir-Ti-Ti-T iHrtTef •aXBmaa 11 NlONCOOiNNO>00»0 C*COCOaOr^l^t^LQlOlOaOl>Ot^O©COiiOOt>CO O O IOCO rH r-T l-Tr* r-T •OIBH © HOWCiOOTf»NI.U5MCONOQCit'OHN«OQOOQNHQO WlNLOOCCOWiCOOOCOWOOWNC'iH^C'lCOiOOOWlO Oi>^0>lOOOQ^p.^OOOlC Oi 00 10 H 00 l> • r-T cfiH r-T i-TiH • •oSy snsuaQ jooqog vs fl oj 9 uoijBtndoj * 2,187 45,767 1,258 36, 371 13, 213 8, 105 1,225 895 1,455 1,391 860 1,101 1,015 1,067 2,725 2,029 1,093 1,885 1,894 1,065 959 1,777 1,231 951 825 * IS oj f uoijBindoj M 4,468 93,524 2,571 ! 74,321 27,001 16,562 2,504 1,828 3,042 I to l> © W r-l r-4 © to r-l r-l © © © W © • |OOl>NbHlOHN«)OCH©©lO©© ; i cdM'cdededia-ji'ei'toto edi-Tedtor-TTH ; *1881 ui ‘payBcarjsg; Jo {Bti -qoy ‘uotiBindoj ibjoj. S © :©qh ioooooooo© : :©©©o©oo©©©© 8 1888 |g888888S j j 8 8 8 8 8 8 § 8 g 8 8_ r-T iod'o’to' : • ■ cft^o^cd'to'to'© © ao" leTieT h ! r j ^ ; r hh rt City or Town. p»< OHIO — continued. Chillicothe . Cincinnati . Circleville* . Cleveland . Columbus . Dayton . Defiance* . Delphos . East Liverpool* . Findlay . Fostoria . Fremont . Gabon . Gallipolis . Hamilton* . Ironton . Lancaster . Lima* . Mansfield* . Marietla . Martin’s Ferry . Massillon* . Middletown . Mount Vernon . Nclsonville . Newark . oo©©r-(C<»M'!f 38898888888888888 'MiM ^'VcOr-T-T r-T rTrTrtVMH i nV-Toid' nils ! 583838336883 888 rH~ :i>n ;s3 II il 1 ! N Ml U i^VT U ! : : : i ieC ! *: Mill; I I iliiiiiiiliiiili ;i cT jooVf^cifgae o’^'o'g'oioio"® ©" Jjj" 111 ill I II 11 I 51 II ill l l l | l | | s bgs g « x t> o x^c^o is ks oi"x cs'c'cT^oo «'t> t>irT'5T 23 "o itmihmmsmi uh Hiirmi lyiwimi i limimwmi Ui 1 Ijif sJJ 1 1 !| U* i HJ ! • liHllillSMII ‘ j l lliiilliiiii, 3383888888888888888 III 88883813188888888888888 Table 20. — Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Inhabitants— Continued. 254 EDUCATION REPORT, 1887*88. *09pBJ£> Xps jo s]idncx jo s^bcT u 1 aouispuapy x‘B?0JL 17 122, 080 864,4100 226, 260 256, 680 620, 000 332. 460 47, 699 151,300 316, 620 220, 500 262,440 69, 480 99, 840 166, 074 135,000 278, 100 358, 800 252, 153 57, 960 19,154,086 188. 460 4,350,400 163,080 141,760 195,400 •jqgnrjj, oia/A eiooqog jCbq op -qn81) 549 10, 766 494 478 ■4): w (7C 2,026 I (1.5 330 | (1 J (3,1 897 204 461 911 602 694 185 321 (9E 338 774 917 693 (32 (92, { 498 I 10, 986 | 412 408 (97 Whole Number En¬ rolled in Public Day Schools, Excluding Duplicates. « iH 943 7, 052 1,804 698 1,876 4,700 2,078 608 1,376 2, 494 1,566 1, 865 558 888 1,267 1,045 2,034 2, 504 1,909 400 159,367 1, 3S3 29, 866 1, 204 1,355 1,120 •ap?tn9£ ¥4 ¥4 MJ, 844 899 336 979 2, 400 1,108 298 714 1,216 808 967 288 444 672 575 1,019 1,199 958 DO) 567) 704 15,046 510 727 554 *®I*W 0 *4 IftNNOOONCOCOQOd^WOttlOH w0 0)0^000 C^OCOGOCOO*COCOC^Xf ri 0 00 0 0 1/5 CO of r-T i -JVT W ^ 'Sxooqag iciqo -oiB j pun oxbajjj ui xuauqojua; paxuniijsa; Si 500 400 100 500 350 50 200 800 100 500 25 250 100 450 500 500 0 25,000 18 12,000 750 350 Whole Number of Children of School Census Age. ’WoJi 00 2, 800 775 O 30 «r cf « 1 : : 1^5 • • • ;© 88 0 © (M C-f O : 0 :8 : 8 g •oiTJtaa^ 1,350 350 88 O CO -rfr-T 3 | : j igs II rH 0 •;S jo •* 8 ■»I«K » 1,450 425 1| Tf^r-T O : : 1 :8 900 ol, 000 091» © X •oSy snsuoo xooqog 1 6-21 6-21 ! 6-21 6-21 6-2 L 6-21 6-21 6-21 6-21 6-21 G-21 22 Cjl < 0 2 Tl crj 0 notj^itidoj <8 1, 591 440 || * r-T ! • ! • tO : : : :g5 1, 136 CO 0 * is ckj ? uopupido^ 7881 ‘pejumijeg jo x«n -qoy ‘uoi')'B[ndocj eo o CM 00 ggg! eooj Tf'OO' %r3 S! >■ m a X o r 04 > O © C ICCC > oo © rooVooc TcT 883888883 OOOIOOOOOO ' CO 1C CO CO *— * ® 5 * „ d P a . 0'S © to 5 ft >,5 § c > s 5 s s ■- ^ m « o CS 4) ® 5SS5 o' « — ' o O r-i r-l ®> > to « i § S j&sg d ^ at— S ^ O « G Peso'S-* 0 fit te fe’go'SJ! § »3 2 o d c g o — j; .ti S Ji *- jj-g-gji o c o - — - — •- •- ~ o ESSSiSSSESSEEEgEEESESSSSiS CITY COMMON SCIIOOL STATISTICS. 255 1,414, COO 1,485,000 04, 440 331 ; 200 177,800 171.200 05,700 165.200 229, 938 111,300 99,900 136,680 145,329 78-4, 120 528,935 374,040 1 183388888888 * !&£&&&* of 388 m 4-16, 779. 179, 594 198,980 475, 412 595,011 106,823 3 1 ISSSIIIISIISSIII 1 I5888388SSS5 ; SSI ssssss HHHHHH g 8888888si8838&i i-t rH 3 IS 1863338318 " i " "e. 8 rH 5 5 BSS388§r'§853~58 eo'eo" -r-r 2.£~ {&5is 3- s 5 w ! ~ n r i ® o 88 cf s d: s a a § 5 1 §3 1111 §118 ! SI Si cTrH NHn rH rH i-HIsThJI©* 38B831E3B5535 ^HrtefrtM'rtrfefcd’aff r-Tof 18E b’hh 1IS11S TjTrf’rfeo'uf R cf 388883988881 Huo" rH 1111 Co'ofrH 1 3 sISSS 688 s ~r § 68 * I 13 g 8 " r f I rH 888318888833 Hw' r-T si§§ cfcfnf 18*88835*338* r-T cf cf 11=1^1 cf rH 1 rH 1 1 iSI85° 188888 i§ " : 1 ! “ 1 S1«88SI8S8°*I n 11 1 «f i : 33 III® ; : 3 rH i 1881888 ilN I | ""!« P ; i : : 5 : : ! 18 ! 1 !» | : : : !58i983i83SSS ' r—f Cq 1—1 r-T rHrHCOlOOOr-HrHT^ : ii i *-'$ i 888386 ocfeoVorH 3 rH IlfiilN! : : s e : : : i : : ! : i |2. i ! i“ ; i ; . 3 '18883 8813 iH rH 03 : ^ ^ 5 S 8 1 1 - i | ! S3 6 1 COrH co ■ - II i p«ipi! : : : : : : iB-i in I "■ a •* if! * | Sl®'l£s raVT cf i cq eq cq o5 cq ci ci c5 : ci i i } a 1 1 - H : ■ 888515 t^Ol CO tr^t> rH* rH 1 CO liliSlllllll co^'ot-' c-T r* co" — rr io lo Ill! iiii iiisiiiii ““s'*'" |*”S5'sf0'"as i • 658 gas* ii !§ ii 8» jtf f ! 1 1 3 miimnmm „ miiimw < m :::: 2 : b; : : : : 5 : : : : o : : 5 : : : g ; : i-g g G « g = ® , r^UHJSf! - ||| iiii!§iili!iiiii iiiiigiiisiis si 3 o §38818 S Table 20 .—Statistics for 1887-88 of Population and School Enrolment and Attendance in Cities and Towns Containing over 4,000 Inhabitants— Continued. 256 EDUCATION REPORT, 1887-88. •sapui*) HU jo spdnj jo SiCua ut aauupuajjy pqox H 114,003 80, 194 165,420 68, 058 315, 600 626,960 338, 800 58, 679 199. 440 163. 440 245, 880 114, 270 91,065 131, 829 100, 448.5 128, 156 104,046.5 232,200 •jqSnux 9I9M. S[Ooqos °n -qnj sAuci jo aaqum^j © 190 202 180 171 200 170 175 174 180 180 180 195 195 150 I » m § Average Daily Attend¬ ance in Public Day Schools. ’IUJOJ, « Ui 599 397 919 398 1,578 3, 688 1,936 337 1, 108 902 1,366 586 297 467 lit s ! •ajuraaa * ui o -*<©© -* h own O ■># : CO Cl X © -r-eix©l>XXXXI>I> © © Lft III! S •fl o; 9 uoijujndoj; * 1,307 1. 170 1,737 688 2,695 11,308 5,739 836 3, 055 1,644 2,682 1.171 870 ligi i : : s ef N ! ’\Z r-T i^T -o7 co" r-T eo* i ! 1881811 “ssas'»“ 11 -To" 6,000 4,000 8, 000 13,000 32, 500 31§8III8il31 illllllllllll! o'^Tvs'-^ co io *'^7 : lsr^'-^Ti.o'w w'o'o'o' ccf o' jo" of i 00' i J I o 1 i ■c. « I >» o 'tJ s iiiSiii li SUSS g!ll!!li!giiigiiSl|g||lg!i 1 17 ED *• 3 258 EDUCATION REPORT 1887-88. Table ^21. — Statistics for 1887-88 rf Teachers , Accommodations , and Salaries Paid in Public School Systems of Cities and Towns Containing over 4,000 Inhabitants . City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. X Male. o" a © 1 2 3 4 5 6 7 8 9 10 Connecticut — cont’d. 6 11 17 8 (o) 8590 8294 No. 2S 30 10 700 1,200 850 No. 4 21 25 17 946 68 No. Stratford . 3 19 22 5 998 £150 1,050 350 No. 2 13 8 625 1,200 362 No. 13 18 13 910 No. 19 21 10 960 925 377 No. Wallingford . I 19 20 5 1,000 1,300 1,300 391 No. DAKOTA. Fargo . i 22 23 5 1,210 1,800 1,800 680 No. i 20 21 4 1, 200 450 No. DELAWARE. i 8 9 3 451 1,000 362 Yes. Wilmington . i 163 164 24 7,513 1,600 1,300 445 Yes. DISTRICT OF COLUMBIA. Washington . 60 561 621 90 30,650 2,700 929 556 6No. FLORIDA. Gainesville . . . 4 8 12 3 1.100 384 240 No. Key West* . 4 11 15 2 800 400 No. Palatka . 5 5 10 4 324 252 No. Pensacola . 4 17 21 6 1,500 450 321 321 No. GEORGIA. Amerieus . 4 13’ 17 0 1,250 472 370 No. Athens . 5 20 25 4 1,250 1,500 512 356 No. Atlanta . 12 103 115 13 6, 600 2,200 1,150 452 No. Augusta . . . 4 46 50 12 2, 610 1,800 765 675 6No. Columbus . 5 35 40 6 1,796 1,600 M00 900 cNo. Macon . 4 36 40 7 1,500 2,000 754 380 No. Borne* . 2 14 16 5 874 1,500 675 495 No. Savannah . . . 8 49 57 9 3,700 3,000 1,200 650 No. ILLINOIS. Aurora . . . 4 44 48 6 2,150 2,000 1, 150 445 No. Beardstown . 2 12 14 4 600 1,200 450 400 6No. Belleville . 12 36 48 6 2,500 2,000 925 388 6No. Relvidere d . 1 ' 7 8 1 800 800 329 No Bloomington . . . 2 75 77 11 2,900 1,800 6No. Cairo . - . 2 22 24 8 1,145 1,300 400 368 t>No. Canton..... . 1 22 23 5 1, 065 1,400 1,400 333 No. Centralia . 3 16 19 4 800 1,000 520 331 No. Chicago . 72 1,601 1, 673 98 82,362 4,500 2,075 740 5No. Danville . 7 41 48 7 2,700 1,700 No. Decatur . 5 39 44 8 2,650 2,000 951 447 No. East Saint Louis* . 15 29 44 7 1,500 No. Effingham . 3 5 g 500 720 500 420 No. Elgin . 3 43 46 11 2,091 1,700 1,178 438 No. Evanston . 1 21 22 3 915 2,000 2,000 600 No. Freeport . 3 32 35 5 1,800 1,800 750 422 No. Galena . 4 1,000 1,200 ’ 850 400 No. Galesburg . 2 40 42 8 2,146 1,800 800 515 No. Jacksonville*' . 0 38 38 7 2,000 810 442 No. Jerseyviile . . . 3 9 12 7S5 1,800 1,000 382 No. Joliet . 3 53 56 10 2,450 1,600 1,200 420 No. tatistics of 1S86-S7. b Except to indigent pupils. Lcting visitors receive §2 per diem for time c A small fee is charged for use of books, devoted to supervision. d Part of city. 95 96 97 98 99 LOO 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 EDUCATION REPORT, 1887-88. ?able 21. — Statistics for 1887-88 of Teachers, Accommodations, etc. — Continued. City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. Number of Public School Buildings. Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Average An¬ nual Salary of all Teachers and Principals. Are Text-Books Fur¬ nished Free? Male. '3 a £ •moj, Female. | 1 2 3 4 5 6 7 8 9 10 Illinois— continued. Kankakee . 2 20 22 4 1, 150 $1,350 $1, 050 $377 No. La Salle . 4 17 21 5 1, 150 1,200 827 471 No. Lincoln . 2 19 21 5 981 1,200 450 478 No. Litchfield . 2 15 17 2 952 1,200 800 344 No. Mendota* . 2 8 10 1 536 1, 200 488 422 No. 4 38 42 6 1,857 1, 800 807 442 (iNo 0 22 22 4 1,100 1, 250 500 No Olney . . . 4 13 17 1 842 950 586 299 No. 2 29 31 7 1,500 1,350 No. 1 21 22 3 900 1, 800 No. Peoria* . . 9 115 124 13 5, 214 2,500 1,600 510 No. Peru . 3 16 19 4 776 1,300 675 385 No. 0 21 21 4 1,100 1,800 552 No. Quincy . . . 3 59 62 10 3,281 1,500 1,150 481 No. Rock Island . . . 4 43 47 8 2,050 1,750 1,250 481 No. Rockford . * . 4 74 78 13 3, 128 2,000 1, 266 446 No. Springfield . 8 69 77 11 3,210 1,800 1,086 410 No. Sterling (Dist.No.3) . 1 14 15 2 ' 625 1,500 1,509 425 No. Streator* . 1 31 32 7 1, 900 1,300 1,300 400 No. Waukegan* . 3 17 20 3 825 100 600 INDIANA. Anderson . . 3 12 15 6 900 1,125 600 416 No. Columbus . . . . . 4 20 24 5 1,403 1,485 574 403 No. Crawfordsville . 5 21 26 3 1, 185 1,600 506 397 No. Elkhart . 3 41 44 8 1,950 1,700 798 406 aNo Evansville . 17 137 154 17 6, 477 2,500 874 460 No Port Wavne . 6 114 120 12 4, 200 2, 500 1,133 No. Goshen . . . 3 22 25 4 1,200 1,450 500 376 No. Greencastle . . . 3 19 22 4 900 1,500 450 405 5No. Indianapolis . . . 18 280 298 28 12,497 2.750 867 555 6No. Jeffersonville . . 8 33 41 6 1,924 1, 300 585 371 No. Kokomo . . . 5 12 17 3 900 1,400 726 415 aNo. LaPorte . 4 23 27 2,000 1,760 1,066 T/Ruprenefiburg . 5 13 18 2 1, 125 551 378 No. Logansport . 4 34 38 6 1,675 1,500 630 384 No. Michigan City . 5 17 22 o 1,088 1,500 832 468 No. Mount Vernon . 7 13 20 4 1,500 501 485 No. Muncie* . . . 2 19 21 4 1,300 1,700 750 462 aNo. New Albany . . . 10 44 54 12 3,000 1,200 684 370 Peru . . . 3 18 21 3 950 1,500 700 425 No. Richmond... . . . 5 55 60 9 2,470 2,200 984 470 ?>No. Seymour . 3 17 20 4 1,350 1,250 495 358 No. Shelbyville . 4 17 21 3 1,000 1,400 495 385 No. South Rend . . . 10 41 51 7 2,800 1,800 No. Terre Haute. . . 14 97 111 16 .4, 707 2,500 780 518 6No. Union City . 3 9 12 2 580 1,200 405 391 6No. Valparaiso . 2 17 19 2 800 1,400 392 No. Vincennes . 3 20 23 5 1,086 1,700 825 445 No. Washington . 6 13 19 4 1,020 1,000 467 340 No. IOWA. Atlantic . . . 2 18 20 3 915 1,200 625 437 No. Boone . . . 1 21 22 4 1,140 1,500 1,500 477 No. Burlington * . . . . . 14 66 80 12 4,000 1,900 1,081 447 6No. Council Bluffs . . . . 2 62 64 15 2,816 2, 000 825 474 No.. Creston . . . 4 26 30 8 1,500 1,300 837 383 No. Davenport . 13 87 100 16 4, 286 2, 000 1,084 593 No. Des Moines, East . 1 72 73 9 2, 911 1,600 1,200 468 No. Des Moines, West . . 6 106 112 10 3, 589 2,000 860 540 No. Dubuque . 10 74 84 11 3, 917 (c) 1,350 411 No. Fort Dodge . . . 4 18 22 7 1, 002 1,500 520 1 352 No. * Statistics of 1886-87. a Except supplementary readers. 6 Except to indigent pupils. cNo city superintendent. 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 CITY COMMON SCHOOL STATISTICS. 261 21. — Statistics for 1887-88 of Teachers, Accommodations , etc. — Continued. A. City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. Number of Public School Buildings. Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Average An¬ nual Salary of all Teachers and Principals. Are Text-Books Fur¬ nished Free? d S Female. Total. Male. Female. 1 2 3 4 5 6 7 8 9 io iowa— contin ued. Iowa City * . 3 27 30 7 1,361 $1,300 $665 $409 No. 9 42 51 7 2,217 1,400 No. 1 19 20 4 1,000 1,400 400 No. Marshalltown . 2 40 42 6 2, 040 1,800 630 500 No. i 19 20 4 1,088 1,200 387 No. Muscatine . 4 38 42 9 1,788 1,500 900 554 No. Oskaloosa . 4 29 33 5 1,541 1,450 600 450 oNo. 0 40 40 5 2,000 1,800 464 No. Sioux City * . 4 50 54 11 2,400 1,800 750 420 No. 1 17 18 3 750 1,500 399 No. What Cheer . 1 15 16 3 900 1,000 1,000 360 No. KANSAS. Atchison . 6 33 39 6 3,000 1,500 563 400 aNo. Clav Centre . 2 15 17 3 1,020 1,200 780 393 No. El Dorado . 4 14 18 5 1,104 1,200 460 337 6No. Emporia . 3 36 39 9 1,700 1,600 765 473 No. Fort Scott.... . 8 31 39 8 1, 950 1,500 557 383 aNo. Hutchinson . 2 19 21 3 1,496 1,200 848 458 No. Tn dependence . 5 16 21 4 1,290 1,200 No. Kansas City* . 11 45 56 10 3,086 1,500 640 320 No. Lawrence . 6 27 33 11 1,736 1,200 555 425 No. Leavenworth . 9 47 56 10 3,080 2,400 864 572 Np. Marysville* . 4 4 8 2 475 1,000 687 450 Newton . . . 2 20 22 3 1,259 1, 350 630 466 aNo. Ottawa . 4 20 24 3 1,400 1,450 596 490 No. Parsons* . 7, 17 24 4 1,254 1,000 No. Salina . 2 22 24 5 1,055 1,500 1,042 432 No. Topeka . 8 81 89 19 5,950 2,500 748 504 No. Wichita . 13 54 67 17 3, 500 1,800 634 465 No. Winfield . 2 23 25 ■ 4 1,200 1,500 484 438 No. KENTUCKY. Rowling CJ-reen . ( 17) 17 2 1, 020 1,500 476 No. Coving-ton . 7 61 68 6 3, 300 1,800 No. Dayton . 1 10 11 2 700 1,000 1,000 350 No. Hopkinsville* . 1 12 13 1 600 1,300 1,300 441 No. Lexington* . 8 39 47 9 2,500 600 850 aNo. Louisville . 45 378 423 30 2.500 1, 172 522 aNo. Newport . 3 53 56 8 2,850 1, 600 1,100 No. Owensborough . 3 22 25 4 1,420 1,700 492 334 No. Paducah . 7 20 27 8 1,824 1,500 604 364 No. Paris . 2 8 10 2 6C0 1,250 925 512 No. LOUISIANA. Baton Rouge* . 3 4 7 2 No. New Orleans . 25 381 406 51 19,000 3,000 821 430 No. MAINE. Auburn . 7 50 57 32 1,840 658 365 Yes. Augusta . . . 4 40 44 27 1,636 300 955 277 Yes. Bangor . 36 3, 509 800 1, 281 371 No. Bath . 3 34 37 15 300 867 266 Ye3. Biddeford . 9 37 46 20 1,931 1,500 810 455 No. Calais... . 3 25 28 14 1,800 300 850 300 No. Deering . 2 23 25 16 300 1,100 300 No. Eastport . 4 15 19 7 866 535 250 No. Gardiner . 3 17 20 12 1,035 700 295 Yes. Lewiston* . 28 1,500 1,400 600 Yes. Portland . ii 1.46 157 18 6, 289 2,000 1,300 405 cNo. * Statistics of 1886-87. 6 Except supplementary readers, a Except to indigent pupils. c About one-half are furnished free. 262 EDUCATION REPORT, 1837*83. Table 21. — Statistics for 1887-88 of Teachers , Accommodations , etc.— Continued. • City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. Number of Public School Buildings. Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Average An¬ nual Salary of all Teachers and Principals. Are Text-Books Fur¬ nished Free? Male. Female. Total. ,2 § ' Female. 1 2 3 4 5 0 7 8 9 10 maine— continued. 205 3 29 32 12 §300 NO. 206 9 28 37 14 300 §966 §388 No. 207 2 19 21 12 1,200 1, 300 320 Yes. 208 g 24 27 11 1,380 750 310 Yea. MARTI. AND. 209 Baltimore . (9 )4) 994 76 47.266 2,500 1,210 50G Yes. 210 3 14 17 4 1,000 450 350 Yes. 211 8 23 31 4 1,500 280 280 a No. MASSACHUSETTS. 212 Adams . 4 32 36 8 1, 630 1,700 967 350 Yes. 213 1 27 28 18 1, 350 1,600 283 Yes. 214 Amherst . 6 18 24 10 800 700 558 265 Yes. 215 4 23 27 5 1,050 1,500 500 Yes. 216 1 22 23 15 3,060 1,000 275 Yes. 217 Attleborough . 2 31 33 13 1,250 800 1,100 380 Yes. 218 Beverly . . . 4 34 38 9 1,800 720 375 Yes. 219 Blackstone . . 3 20 23 8 1,100 300 630 370 Yes. 220 Boston . 152 1.069 61,221 4,200 (9 >8) Yes. 221 Braintree . (26) 26 10 870 1,200 750 334 Yes. 222 Bronlct.on * . (71 1 71 26 2,000 1,600 725 Yes. 223 Brookline . 6 39 45 13 2,500 1,508 662 Yes. 224 Cn.mhridp'ft . 19 216 235 33 3,000 1 750 620 Yes. 225 Chelsea . 4 85 89 12 4,544 2,400 1,750 730 Yes. 226 Chicopee' . 2 21 23 9 1,550 1,700 1,300 374 Yes. 227 Clinton . 1 35 38 11 1,800 1,600 1,600 452 Yes. 228 Concord . 1 15 16 3 625 250 1,800 527 YeS. 229 Danvers . 5 24 29 11 1,300 1,026 300 Yes. 230 Dedham . 5 33 38 14 1,700 1,220 465 Yes. 231 Dnstli am pton * . . . 0 33 33 13 900 450 Yes. 232 Everett . 2 28 30 6 1,433 1,250 447 Yes. 233 Fall River . 13 193 206 43 10,384 2,000 1,360 465 Yes. 234 Fitchburg . . . 7 61 71 22 3,310 2,000 1,150 400 Yes. 235 Framingham* . 2 38 40 16 1,700 1,000 YeS. 236 Franklin . 2 18 20 13 930 662 335 Yes. 237 Gloucester . 5 98 101 21 4,264 2,000 1,500 400 Yes. 238 Great Barrington . 4 20 24 16 3,025 665 294 Yes. 239 Greenfield.... . 2 28 30 13 1,013 792 318 Yes. 240 Haverhill . 5 93 98 25 2,6o6 1, 350 500 Yes. 241 Hingham . 6 15 21 11 901 1,000 960 431 Yes. 242 Holyoke . 8 82 9G 16 3,208 2,300 1,567 416 Yes. 243 Hopkinton...., . 1 21 22 15 1,000 Yes. 244 Hyde Park . 7 26 33 1,267 434 Yes. 245 Lawrence . 7 122 129 21 5,500 2,200 1,164 422 Yes. 246 Leominster . . . 2 22 24 12 1,000 1,500 1,000 400 Yes. 247 Lowell.,, . . . 16 180 196 46 9,054 2, 600 1,670 578 Yes. 248 Lynn . . . 11 136 147 31 7,228 2,250 1,500 525 Yes. 249 Malden . 3 67 70 12 3, 225 2,100 1,333 535 Yes. 250 Marblehead . 3 28 31 12 1,579 800 418 Yes. 251 Marlborough . 2 51 53 10 1, 700 1,300 368 Yes. 252 Medford . 8 35 43 12 2,000 2,000 1,700 500 Yes. 253 Melrose . 1 28 29 10 1,400 2,000 630 Yes. 254 Methuen . 2 21 23 10 1,068 750 328 Yes. 255 Mi d d 1 ehorou gn . 3 25 28 19 1,229 1,000 Yes. 256 Milford . 1 39 40 18 2, 193 1,500 1,700 404 Yes. 257 Millbury* . 3 21 24 7 950 9S5 416 Yes. 258 Monson . 5 18 23 15 750 350 300 YeS. 259 Montague . 2 26 28 11 1,400 634 345 YeS. 260 Nantucket . 1 12 13 6 1,000 292 Yes. 261 "Needham . 1 14 15 6 720 1,200 440 Yes. 262 New Bedford . 13 142 155 26 5,200 2,500 1, 440 507 Yes. 263 Newburyport . 4 35 '39 12 1,700 800 Yes. 264 Newton . 15 88 303 21 4, 648 2,800 1,967 632 1 Yes. * Statistics of 1886-87. a Except to indigent pupils. b Class teachers. CITY COMMON SCHOOL STATISTICS. 2G3 Tatims 21. — Statistics for 1887-88 of Teachers , Accommodations , etc. — Continued. City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. Number of Public School Buildings. l \ Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Average An¬ nual Salary of all Teachers and Principals. Are Text-Books Fur¬ nished Free? "3 Female. Total. Male. 1 Female. 1 3 3 4 5 0 7 8 9 io MASSACHUSETTS— COnt’d. 265 North Adams . 5 50 55 10 2,000 §1,900 §1,287 § 333 Yes. 266 1 18 19 8 1,500 340 Yes. 207 4 63 67 25 2, 660 1,00*1 1,175 339 Yes. 268 1 18 19 9 992 350 1,200 427 Yes. 269 5 38 43 8 2,300 1,110 479 Yes. 270 5 71 76 27 3,000 1,500 964 336 Yes. 271 Plymouth . 5 32 37 25 1,450 1,253 1,000 390 Yes. 272 3 15 18 8 800 1,119 382 Yes. 273 5 17 22 10 1,100 714 377 Yes. 274 8 94 102 16 4, 463 1,650 562 Yes. 275 Somerville * . 9 111 120 23 6,000 2,000 1,681 593 Yes. 276 Southbridge . 1 24 25 12 1,420 1,400 1,100 349 Yes. 277 Springfield . 10 128 138 28 5, 898 3, 500 1,820 563 Yes. 278 2 21 26 7 1,000 1,700 423 Yes. 279 Stoughton* . 4 16 20 11 1.080 500 726 314 Yes. 2S0 9 73 82 33 281 Wakefield . 4 25 29 10 i . 4GS 1,012 462 Yes. 2S2 Waltham . 6 58 64 14 3, 058 2,300 1,310 540 Yes. 2S3 Warren . 3 21 24 12 900 400 650 275 Yes. 284 Watertown . 4 27 31 8 1,200 2,500 1,487 575 Yes. 285 Webster . 2 13 15 7 575 750 350 Yes. 2S6 West Springfield . 2 25 27 11 1,200 800 350 Yes. 287 WeStborough . 2 21 23 600 1,100 390 Yes. 2S8 Westfield . 4 40 44 20 1,500 1,125 434 Yes. 289 Weymouth . 8 44 52 20 2,600 1,800 986 350 Yes. 290 Winchester . 2 22 24 9 800 2,000 1,650 668 Yes. 291 Woburn . 6 42 4S 13 2, 374 1,800 1,300 500 Yes. 292 Worcester . 54 278 332 47 13,211 3,500 1,483 535 Yes. MICHIGAN. 293 Adrian . . . 3 29 32 5 1,792 1,700 1,050 377 No. 294 Ann Arbor . 7 38 45 2,000 2,000 1,085 4S7 No. 295 Battle Creek . 2 33 40 4 1,900 1, 600 1,000 339 aNo. 296 Bay City . 3 73 76 10 4,005 2,000 800 403 No. 297 Cadillac . 3 12 15 5 761 1,800 450 424 6No. 298 Cheboygan . 2 3 8 2 370 1,000 500 375 No. 299 Cold water . . . 3 20 23 3 980 1,100 817 365 cNo. 300 Detroit . 20 397 417 45 20,114 4,000 1,220 587 cNo. 301 East Saginaw . 10 90 100 14 4,125 2,500 852 405 Yes. 302 Escanaba . . . 1 9 10 2 700 1,200 1,200 400 No. 303 Flint . 1 37 83 7 1,859 1,500 1,000 388 cNo. 304 Grand Haven* . 1 20 21 5 1,332 1.200 432 343 No. 305 Grand Rapids . . . 5 201 206 23 8,989 2,500 1,290 502 No. 306 Ionia* . . . 4 21 25 4 1,000 1,500 738 450 No. 307 Jackson.,... . 1 41 42 8 2, 175 1,800 1,400 475 cNo. 303 Kalamazoo . 3 59 62 9 2, 850 2,200 3,050 385 No. 309 Ludington . 3 28 29 5 1,327 dl, 300 883 450 No. 310 Marquette . 2 22 24 5 1,179 1,800 1,800 500 No. 311 Marshall . 2 21 23 5 1,100 1,500 1,250 357 ! cNo. 312 Menominee . 1 23 24 6 1,068 1,500 1.500 441 i No. 313 Monroe . 1 11 12 4 630 1,200 1,200 327 | No. 314 Negaunee . 1 14 15 4 1 coo 1,600 450 1 No. 315 Niles . 2 20 22 5 954 1,500 1,150 368 No. 316 Pontiac* . 4 20 24 5 1,100 1,500 1,083 384 cNo. 317 Port Huron . . . 1 37 38 8 1,800 1,600 394 cNo. 318 Saginaw . (5 7) 57 8 3,000 1,800 No. 319 West Bay City . 4 36 40 10 2,000 1,500 617 370 No. 320 Wyandotte . 2 12 14 3 676 1,000 920 330 Bo. 321 Ypsilanti . 5 18 23 4 1,000 1,500 1,030 375 No. MINNESOTA. 322 Anoka . „ . 2 18 18 1 4 800 1,500 913 425 No. 323 Brainerd . . . 1 16 1 17 1 5 1 950 1,300 1 765 450 1 No. * Statistics of 18S6-S7. a Except supplementary readers. 6 Except supplementary readers and music books. c Except to indigent pupils. d And tuition fees of non-residents. 264 EDUCATION REPORT, ^887-88. Table 21. — Statistics fa)' 1887-88 of Teachers , Accommodations , etc. — Continued. City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. Number of Publio School Buildings. Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Average An¬ nual Salary of all Teachers and Principals. Are Text-Books Fur¬ nished Free ? Male. Female. Total. Male. 6 H a £ 1 2 3 4 5 6 7 8 9 10 miksesota — continued. 324 1 13 14 4 745 $1, 575 $425 No. 325 Duluth . 5 45 50 9 2,304 2,500 $826 505 No. 326 Faribault* . 2 20 22 7 1,100 1,500 1,250 360 a Yes. 327 Mankato* . 4 19 23 4 1,075 1,800 500 375 328 Minneapolis . 13 398 411 39 18,345 4,000 1,404 620 No. 329 Fed Wing . 2 23 25 5 2,000 1,650 910 470 No. 330 St. Cloud . (181 18 5 800 1, 200 No. 331 St. Paul . . 16 269 6285 33 15, 810 3, 600 1,334 550 No. 332 Stillwater . 3 37 40 7 1,550 1,900 1,083 497 No. 333 Winona* . 5 47 52 6 2,800 2,500 890 473 No. MISSISSIPPI. 334 2 10 12 3 1,000 400 280 No 335 Meridian . 2 21 23 2 1,457 1,500 750 450 No. 336 2 21 23 2 1, 200 788 360 No. 337 2 25 27 1,600 283 875 490 No. MISSOURI. 338 Butler . 2 10 12 3 680 900 630 360 No. 339 Carrollton . 5 17 22 3 945 1,500 641 360 No. 340 Carthage . 4 22 26 4 1,250 1,500 825 409 No. 341 Chillicothe* . 4 11 15 3 900 1,200 (362) No. 342 Clinton . 3 17 20 2 1,170 1,200 640 364 No. 343 Columbia . 2 12 14 2 700 1,200 600 401 cNo. 344 De Soto . 2 8 10 2 900 525 525 266 No. 345 Hannibal . 3 42 45 6 2,370 1,500 922 332 cNo. 346 Independence . 2 14 16 3 750 1,500 356 356 cNo. 347 Jefferson City* . 3 14 17 3 850 1,350 765 379 No. 348 Kansas City . 27 212 239 28 14,379 3,000 1, 343 571 cNo. 349 Lexington . 3 11 14 4 660 900 594 378 No. 350 Louisiana . 3 11 14 2 950 1, 000 560 284 No. 351 Marwille . 2 14 16 4 964 1,200 1,162 511 No. 352 Mexico . . . . . 5 13 18 2 960 1,500 664 360 No. 353 Moberly . 4 21 25 4 1,400 1,350 435 325 No. 354 Nevada . 3 18 21 3 1,200 1,200 430 319 No. 355 Pierce City . . . 2 8 10 4 500 900 415 415 No. 356 Rich Hill . 4 10 14 2 325 800 333 320 No. 357 St. Charles . 3 7 10 3 575 1,000 710 500 No. 358 St. Joseph . 14 84 ss 22 4,500 2, 500 869 693 No. 359 St. Louis . 103 1,042 1,145 106 48,774 3,600 1,447 578 cNo. 360 Sedalia . 3 41 44 8 2, 150 2,000 900 400 No. 361 Springfield . 5 42 47 9 2, 860 2,000 700 360 No. 362 Washington . 4 3 7 2 410 850 625 375 No. MONTANA. 363 Butte City . 4 29 33 13 1,850 2,000 1,500 776 No. NEBRASKA. 364 Beatrice . 3 23 26 6 1,200 1,500 510 434 cNo. 365 Fremont* . 2 19 21 5 1,200 1,200 900 435 No. 3G6 Grand Island . 5 23 28 5 1,362 1,650 700 520 No. 367 Hastings . . 1 22 23 4 1,297 1,500 1,500 429 No. 368 Keamev . 2 22 24 6 860 1,000 491 No. 369 Lincoln . 5 61 66 10 3,681 1,800 834 523 No. 370 Omaha . 9 208 217 44 9, 540 3,600 1, 150 750 Yes. 371 Plattsmouth . 2 20 22 7 1,000 1,500 1,155 378 No. NEVADA. 372 Carson Citv . 1 9 10 3 560 2, 000 No. 373 Gold Hill . . 1 8 9 3 1,245 1,350 760 cNo. 374 Virginia City . 2 19 21 3 1,800 1,200 797 . cNo. * Statistics of 1886-87. a Under certain conditions. 6 Not including special teachers, c Except to indigent pupils. CITY COMMON SCHOOL STATISTICS. 265 Table 21. — Statistics for 1887-88 of Teachers , Accommodations , etc. — Continued. City or Town. Greatest Numberof Teachers Employed in all Day Schools at Any One Time. Number of Publio School Buildings. Number of Sittings for Study in all Pub¬ lic Day Schools Annual Salary ofCity Superintendent. Average An¬ nual Salary of all Teachers and Principals. Arc Text-Books Fur¬ nished Free? Male. Female. Total. ! 6 Is S jO s a 0 £ 1 2 3 4 5 0 | * S 9 10 NEW HAMPSHIRE. 375 1 24 25 22 1,050 §1,500 $249 aNo. 376 Concord . 1 38 39 12 1,850 §1,350 2,250 460 Yes. 377 2 39 41 19 1,460 1,SOO 1,300 Yes. 27* 370 7 69 76 23 1,800 1,215 360 aNo. 3S0 Nashua . 2 44 46 16 2, 429 1,200 1, 600 413 No. 3S1 Portsmouth . 1 45) 45 12 1,650 | [ 1,800 1,040 333 No. 382 Rochester . 3 33 36 21 1,567 250 883 304 6N0. 383 2 15 17 8 950 1,200 420 1 Yes. NEW JERSEY. 3S4 Atlantic City * . 2 18 20 4' 1,166 233 | 1,000 500 Yes. 385 Bayonne . . . 4 44 48 5 1,905 ! oOO j 1,500 479 Yes. 386 Camden . 7 172 179 16 9,000 | 900 900 500 • Yes. 387 Elizabeth . . . 4 60 64 5 2,902 600 1 1,650 511 [ Yes. 388 1 4 699 1 : 1,000 475 i Yes. 389 Harrison . 3 10 1 450 2,000 1 1,400 600 Yes. 390 Jersey City . 17 354 371 21 15,704 j 3, 500 ! 1,492 405 cNo. 391 Lambertville . 1 12 13 3 670 ! . : | 1,000 417 1 No. 392 Long Branch * . 6 24 30 1,700 1 560 556 1 1 No. 393 Millville . 5 39 44 12 1,939 I 550 742 454 Yes. 394 Montclair . 2 17 19 2 860 3,000 2, 200 635 cfYes. 395 Morristown . 2 18 20 2 896 ! 1,325 487 Yes. 396 Mount Holly . 2 13 15 3 694 j 1,200 800 384 Yes. 397 New Brunswick . 2 47 49 6 2,278 i 2,000 1,000 423 No. 398 Newark . 29 367 396 | 42 19,635 j 2,800 1,533 867 Yes. 399 Orange . 2 34 36 4 I 1,545 2,200 : 1,500 488 aNo. 400 Passaic . 1 30 3L 5 1.470 1,800 475 Yes. 401 Paterson . 14 172 is6 ; 15 7,876 1 2,000 i 1,114 431 Yes. 402 j Phillipsburgh . 3 31 34 6 1.747' 1,440 947 371 No. 403 | Plainfield . 2 33 35 4 1,560 1 700 582 aNo. 404 Rahway . . 4 17 21 4 1, 264 400 1,000 415 Yes. 405 | Salem . 4 6 1, 140 cJYes. 406 i Trenton . 4 79 83 14 3, 673 500 ! 1,300 496 Yes. 407 Weehawken . 3 21 24 1 1,300 1,200 400 Yes. NEW YORK. ■ 408 I Albany.. . 23 247 270 25 12, 527 ! 3,000 ! 1,602 500 aNo. 409 l Albion . 2 17 19 6 500 : 1,800 j 600 428 No. 410 ! Auburn . 4 91 95 15 3,983 i 2,000 1,150 395 a No. 411 i Batavia . . 1 19 20 5 980 1,800 * 1,800 413 No. 412 ; Binghamton . 6 I 90 96 9 1 4,450 ! 2,000 1,100 306 aNo. 413 ■ Brooklyn . e (1 1 528) el, 528 75,541 414 Buffalo' . 45 607 652 48 4,500 1 1,408 . 550 j No. 415 Canandaigua . 3 18 21 4 1,000 1,500 ! aNo. 416 Catskill . 2 11 13 850 1,400 j 458 389 j No. 417 Cohoes . 2 47 49 11 2,309 1,500 ! 1,000 500 No. 418 Coming* . 1 23 24 3 1,450 2,000 i 2,000 368 i No. 419 Cortland . (1 .5) 15 4 791 800 i 340 No. 420 Dansville . 1 1 10 11 1 650 1,400 1 420 No. 421 Dunkirk . 9 38 40 9 1,600 1,600 | 1,000 380 No. 422 Ellenville . 1 13 14 4 600 1,200 I 1,200 465 No. 423 Elmira . 6 85 91 S 3,977 1,600 ! 1,400 416 aNo. 424 Flushing* . 1 22 23 3 1,000 1 1,700 1,700 550 Yes. 425 Geneva . 3 20 23 4 1,300 | 1,500 8C0 350 No. 426 Glovers ville . 1 26 27 3 1,404 ; 1,500 720 414 No. 427 Green Island . 1 13 14 2 779 1,400 1,400 1 550 No. 428 Herkimer . 1 10 11 0 450 1,350 1,350 436 No. 429 Hoosick Falls . 4 23 27 3 1,300 800 427 /No. 430 Hornellsville . 1 37 38 4 1, 813 1,700 1,350 450 No. 431 Hudson . 2 | 24 26 2 1,500 1,000 1,800 394 No. * Statistics of 1885-87. a Except to in digent pupils. 6 'Except reading-books, e Some books are furnished free. d In part. e Class teachers only. /Books are furnished at cost. 266 EDUCATION REPORT, dS87-88. Table 21. — Statistics for 1887-88 of Teachers , Accommodations, —Continued. City or Torvn. Greatest Number of Teachers Employed in all Day Schools at Any One Time. Number of Public School Buildings. Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Average An¬ nual Salary of all Teachers and Principals. Are Text-Books Fur¬ nished Free? Male. •similar; i Total. Male. Female. | 1 2 3 4 5 6 7 8 9 10 new YORK — continued. 432 llion . . . 1 18 19 2 984 SI, 700 SI, 700 $426 No. 433 Ithaca . 3 32 35 6 1,841 2,000 810 417 Yes. 434 435 Jamestown . 2 61 63 9 2 228 2,000 1,300 375 No. 436 0 22 22 g 1 ’ 284 1,300 397 No. 437 Kingston . 7 29 36 5 1,775 1,500 1,243 419 a No. 438 Lansingburg . 1 35 36 4 1,290 1,500 500 400 Yes. 439 Little Falls . 4 20 24 £ 1,400 950 425 aNo, 440 Lockport . . 4 48 52 6 2,784 1,350 875 417 6No. 411 Long Island City . 2 72 74 11 3, 300 2,000 1,500 428 Ye3. 442 4 12 16 1 900 747 322 aNo. 443 Malone . 1 23 24 10 1,200 800 1,600 400 No. 414 Medina . 2 18 20 4 1,025 1, 800 1,050 366 No. 445 Middletown * . 2 33 35 8 1,702 1,600 850 391 No. 446 3 36 39 4 2,000 1,900 540 Yes. 447 New Rochelle . 1 18 19 800 2,400 2,400 575 Yes. 448 New York . 555 3, 697 4,252 182 202, 532 7, 500 1,910 740 Yes. 449 Newburg . 7 64 71 6 2, 864 1,500 1,171 430 Yes, 450 Ogdensburg,* . 6 SO 36 10 2, 009 1,500 750 385 No. 451 Olean . 2 29 31 5 1,422 2,000 1,180 412 No. 452 Oswego . 2 68 70 14 3,420 1,600 1,250 406 No. 453 Oweao . 2 28 SO 6 1,800 1,800 350 No. 454 Penn Yan . 2 15 17 5 900 1,500 1,100 330 No. 455 Plattsburg * . 1 30 31 6 1,205 1,700 650 333 No. 456 Port Chester . 1 11 12 1 506 1,500 1,500 571 Yes. 457 Port Jervis . 2 33 35 5 1,669 1,800 900 368 No. 458 Poughkeepsie . 2 70 72 11 2,634 1,600 1,250 407 No. 459 Rochester . 16 350 366 31 13, 601 2,200 1,433 669 aNo. 460 Rome* . . . 3 34 37 8 1,796 1,600 900 361 No. 461 Saratoga Springs . 4 41 45 8 1,950 1,800 1, 100 414 No. 462 Seneca Falla . 1 22 23 4 200 1,400 370 No. 463 AC 4 Sing Sing . 1 20 21 3 850 1,954 488 No. 464 465 Syracuse . Tarrvtown . 16 1 251 6 267 7 28 1 12, 072 2, 500 1, 475 47U cNo. Yes. 466 Tonawanda . 2 11 13 1 780 1, 050 875 360 No. 467 Troy . . . 19 153 172 16 8,000 2, 300 1,314 532 No. 468 TJlica . 6 159 163 IS 5, 149 2,500 1,300 421 aNo. 469 Waterford . 2 16 18 3 772 1,200 900 385 No. 470 Waterloo . 4 14 18 4 1,200 403 No. 471 Watertown . 2 51 53 9 2,400 1,500 1,500 383 aNo. 472 West New Brighton* . 2 13 15 2 625 1,500 1,350 600 Yes. 473 White Plains . 1 9 10 1 471 1,500 1,500 525 Yes. 474 Yonkers . 4 54 58 7 2,500 3,300 1, 400 708 Yes. NORTH CAROLINA. 475 Durham . 7 8 15 2 1,500 500 343 No. 478 Fayetteville . . 2 7 9' 2 500 1,000 700 271 No. 477 New Berne* . 2 7 9 3 270 270 No. 478 Raleigh . 7 32 39 5 1,530 1,700 382 268 No. 479 Reidsville . 5 5 10 2 400 1,000 333 306 No. 480 Winston . 8 10 13 2 998 1, 500 1,116 340 No. OHIO. 481 Akron . 6 84 90 11 4,340 2,500 1,050 480 aNo. 482 Alliance . 2 20 22 4 1,175 1,300 650 365 No. 483 Ashtabula . 3 14 17 3 808 1,300 750 410 No. 484 Bellaire . 3 29 32 6 1, 575 1,500 648 342 No. 485 Bellefontaine . 3 17 20 9 S60 1,200 570 365 No. 486 Bucvrus . 1 17 18 1 1,000 1,700 380 aNo. 487 Canton* . 11 54 65 11 1,800 830 360 No. 488 Chillicothe . 3 44 47 5 1,946 2, 200 1,033 456 aNo. 489 Cincinnati . 122 614 736 56 38, 003 4,500 aNo. 490 Circleville* . 2 30 32 3 1,450 1,800 550 502 1 No. * Statistics of 18S6-87. o Except to indigent pupils. b Books are furnished at cost, c Except primary department. CITY COMMON SCHOOL STATISTICS. 2G7 Taw.tc 21. — Statistics for 1887-88 of Tcachcrs) Accommodations , etc. — Continued. City or Town. Groatest Number of Teachers Employed in all Day Schools at Any One Time. Number of Public School Buildings. | Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Average An¬ nual Salary of all Teachers and Principals. Arc Text-Books Fur¬ nished Free? V [rt Female. Total. Male. Female. 1 2 3 4 5 6 7 8 9 to onio — continued. 491 Cleveland . 34 614 64S 52 35,520 $3,300 $1,072 $619 aNo. 492 Columbus . 14 205 219 22 10, 286 3,000 1,360 602 No. 493 177 21 2,500 1,290 600 494 1 23 24 4 1 150 LS00 432 No. 496 Delpbos . 4 12 16 ’900 1,200 578 371 No. 490 1 28 29 6 1,425 1,200 324 No. 457 2 20 22 l’ 000 2, 000 440 No. 498 Findlay . 3 25 28 3 1,500 1. GOO 450 333 No. 499 5 14 19 3 1,056 1 500 No. 500 Frehiont...., . 5 19 24 7 1,150 1,’soo G75 360 No. 501 Gallon . 5 17 22 2 1,420 1,600 677 373 No. 502 24 29 7 1,300 1,200 550 No. 503 Hamilton* . 9 37 46 6 2, 300 2,000 845 515 No. 504 Ironton . 2 42 44 6 1,980 2,000 900 500 No. 505 Lancaster . 3 25 28 3 1,360 1,500 933 440 No. 506 Lima* . 1 37 38 4 1,700 1,500 1,100 300 No. 507 Mansfield* . 2 46 48 9 3,030 2,000 800 475 No. 50S Marietta . 3 23 26 7 1,480 1,500 700 405 No. 509 Martin’s Ferry.., . 3 18 21 4 990 1,500 450 423 aNo. '510 Massillon* . 2 28 30 6 1,594 1,800 725 417 No. 511 Middletown* . 1 21 22 3 1,183 1,400 434 No* 512 Mount Vernon . 4 21 25 6 1,300 1,650 800 400 No. 513 Nelsonville . 1 18 19 2 969 1,300 1,300 290 No. 514 Newark . 4 42 46 7 2,533 1,800 875 418 No. 515 Norwalk . 1 27 28 6 1,250 1,600 750 459 aNo. 516 Painesville . 3 16 19 4 600 1,200 634 428 aNo. 517 Piqua . 3 22 25 4 1,315 2,000 No. 518 Portsmouth . 3 39 42 6 1,700 567 381 No. 519 Ravenna . 3 14 17 3 795 1,500 560 N"o. 520 Salem* . . . 0 18 18 2 980 1,600 495 No! 521 Sandusky..., . 2 60 62 9 1,800 630 420 No. 522 Sidney . 4 20 24 5 931 1,500 517 418 aNo. 523 Springfield . . . (l; 1) 111 15 1,800 aNo 524 Steubenville . 43 50 6 2,255 1,750 1,010 430 No. 525 Tiffin . 2 23 30 5 1,400 1,800 600 390 No. 526 Toledo . 14 183 197 2G 10,000 2,500 743 452 No. 527 Urbana . 7 14 21 6 1,000 1,800 750 446 aNo. 528 Van Wert . 3 20 23 3 1,150 1,100 435 349 No. 529 Washington C. H . 3 21 24 4 1,000 1,500 950 400 No. 530 Wooster * . 2 26 28 5 1,400 1, 800 650 420 No. 531 Xenia . 6 28 34 6 1,458 1,600 850 450 No. 532 Youngstown . 7 50 57 10 3,206 2,000 886 415 No. 533 Zanesville* . 7 65 72 16 2,000 500 475 No. QBEGOJf. 534 Astoria . 1 10 11 2 1,000 560 No. 535 Portland . 7 84 7 3,600 2,000 1,633 788 No. 536 Salem . 5 12 17 3 850 1,000 537 442 No. • PENNSYLVANIA. 537 Allegheny . 19 241 260 22 10,665 2,200 1,179 496 No. 538 Allentown . 12 54 66 10 1,500 612 403 539 Altoona . 9 67 76 12 4, 020 1,200 560 332 No. 540 Ashland . 3 17 20 4 1,200 1,200 510 412 No. 541 Beaver Falls . 1 31 32 3 1,479 1,350 1,350 270 No. 542 Bellefonte . 4 11 15 2 800 1,000 440 295 No. 543 Bethlehem . . . 3 11 14 2 855 1,020 GOO 350 Yes. 544 Braddock . 1 16 17 9 900 1,000 450 545 Bradford . 0 33 33 6 1,600 1,400 432 No! 546 Bristol . 0 15 15 860 540 375 547 Butler . 5 18 23 3 1,345 1,000 360 320 No. 548 Carbondale . . . 6 22 28 8 1, 6S0 400 695 342 No. 5-19 Carlisle . . . 7 16 23 8 1,100 596 396 No. 550 Chambersburg . 4 29 33 5 1,600 800 513 342 No. 551 Chester . 0 60 60 10 | 2,627 1,300 400 Yes. * Statistics of 1886-S7. * b Books sold at cost to pupils of city district. a Except to indigent pupils. 268 EDUCATION REPORT, 1887-88. Table 21. — /Statistics for 1887-88 of Teachers , Accommodations , etc. — Continued. City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. Number of Publio School Buildings. Number of Sittings for Study in al 1 Pub¬ lic Day Schools. Annual Salary of City Superintendent. Average An¬ nual Salary of all Teachers and Principals. Are Text-Books Fur¬ nished Free? Male. Female. Total. Male. Female, j 1 3 3 4 5 6 7 8 9 io PENNSYLVANIA— COnt’d. 552 2 30 32 4 1,700 $1,400 No. 553 1 13 14 3 770 $480 No. 554 2 20 22 4 1,100 1,350 No. 555 4 26 30 10 700 No. 556 Dubois . , . 8 10 18 5 1, 150 560 $306 252 No. 557 Dunmore . 2 21 23 9 1,050 1,100 600 380 No. 558 Easton* . . . 12 45 57 10 2,758 1, 600 717 387 No. 559 Erie . 5 130 135 19 4, 200 2,500 No. 560 Greenville . 6 16 22 2 1,000 1,000 456 287 No. 561 Harrisburg . 18 98 116 21 6, 500 1,800 672 439 aNo. 562 Hazleton . 0 25 30 5 1,792 1,500 535 364 No. 563 Honesdale . . 4 8 12 2 500 1,400 670 360 No. 564 7 28 35 6 565 Lancaster . 8 68 76 22 4, 800 1,500 789 372 Yes. 566 Lebanon . 7 30 37 8 2, 100 800 518 289 No. 567 Lewistown . 1 12 13 2 504 595 595 280 No. 568 Lock Haven . . 6 21 27 4 1,620 1,100 606 450 No. 569 McKeesport . 2 40 42 5 2,250 1,500 810 420 No. 570 Mahanoy . 4 23 27 3 1,600 1, 200 517 354 No. 571 Meadville . 1 45 46 6 2,100 1,500 800 411 572 Milton . 2 9 11 2 563 1,000 675 351 No. 573 Monongahela . . 1 15 16 2 1,000 1,100 348 No. 574 Nanticoke . 4 18 22 5 1, 194 1,000 450 400 Yes. 575 New Brighton . 1 16 17 2 900 1, 300 1,200 322 No. 576 Newcastle . 4 38 42 5 2,250 1,200 522 363 No. 577 Noi’ristown . 5 48 53 6 2, 275 1,400 875 418 Yes. 578 Oil City * . 3 32 35 7 1,550 2,000 770 430 aNo. 579 Olyphant . 2 6 8 3 500 720 558 315 No. 580 Philadelphia . 88 62,304 62, 392 213 117, 2S1 5,000 1,375 622 Yes. 581 Phcenixville . 2 26 28 4 1, 4Q0 1,200 612 348 Yes. 582 Pittsburg . 44 547 591 65 26,000 3, 500 1,450 510 No. 583 Pittston . 3 20 23 6 694 309 cNo. 584 Plymouth . . . 6 15 21 4 560 420 270 No. 585 Pottstown . 2 23 25 9 1,250 625 330 No. 586 Reading . . . 5 164 169 27 9, 500 2,000 1,020 380 No. 587 Scranton . 19 186 205 32 8, 000 1,800 725 433 No. 588 Sharpsburg . ni . 1 9 10 1 456 900 380 No. 589 Shenandoah . 4 34 38 7 2, 477 1, 650 536 361 No. 590 South Bethlehem . 8 14 22 3 1,360 551 326 No. 591 South Easton . 7 12 19 6 1,050 1,000 487 320 Yes. 592 Susquehanna . 1 8 9 2 570 900 286 No. 593 Tamaqua . 2 15 1? 3 1,200 1, 100 800 290 No. 594 Titusville . . 0 31 34 4 1,562 1,800 427 No. 595 Tyrone . 1 13 14 1 840 1,200 1,200 370 No. 596 Warren . 2 14 16 4 785 1,800 1,100 415 No. 597 Washington . 2 18 20 3 1,099 1,000 800 338 aNo. 598 West Chester . 1 24 25 3 1,078 1,300 650 446 Yes. 599 Wilkes Barre . 19 82 101 16 788 450 No. COO Williamsport . . 11 68 79 13 3,625 1,500 714 409 aNo. 601 York . 19 42 61 13 1,300 474 281 No. RHODE ISLAND. 602 Bristol . 3 21 24 7 1,068' 600 867 325 Yes. 603 Burrillville . 0 22 22 18 1,120 200 306 No. 604 Central Falls . 1 24 25 5 1,425 1,300 480 No. 605 Cranston . 0 20 20 10 959 300 554 375 No. 606 Cumberland . 3 22 25 15 1,134 275 780 395 No. 607 East Providence . 1 34 35 14 1,360 300 1,200 388 aNo. 608 Johnston . 3 26 29 15 1,800 300 672 358 No. 609 Newport . , 3 39 42 10 2,386 3,000 aNo. 610 Pawtucket . 8 74 82 22 4, 647 2,000 1, 125 560 aNo. 611 Providence . 23 349 372 60 3, 500 1,476 533 aNo. 612 South Kingstown* . 9 30 39 23 980 425 490 210 No. 613 Westerly . 9 32 41 15 1, 500 200 725 375 No. 614 Woonsocket . 4 38 42 15 2,061 1,500 900 408 Yes. * Statistics of 1886-87. a Except to indigent pupils. b 33 sewing teachers not included, c Except in the high schools. 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 6-17 648 649 650 651 652 653 654 655 656 657 CITY COMMON SCHOOL STATISTICS, 2G9 Table 21. — Statistics for 1887-88 of Teachers , Accommodations , etc. — Continued. City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. Number of P u b 1 i c School Buildings. Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Averago An¬ nual Salary of all Teachers and Principals. Are Text-Books Fur¬ nished Free? Male. Female. Total. Male. Female. ! 1 1 2 3 4 5 6 7 8 9 1© SOUTH CAROLINA. Charleston . 10 100 110 6 4,509 82,500 81, 400 8600 No. Columbia . 7 20 27 4 1,152 1,500 624 313 No. 4 14 18 4 1,000 270 225 TENNESSEE. Chattanooga . 11 45 56 5 3,015 1,800 (4i r6) No. Clarksville . 4 14 18 2 954 1,500 388 488 No. 3 15 18 6 1, 800 1,500 No. Knoxville . 18 33 51 9 2, 500 1,500 470 470 No. 12 75 87 12 2, 000 484 484 No. Union City . . . 4 8 12 2 840 900 340 304 No. TEXAS. Austin . 11 59 70 18 2,474 1,800 997 510 No. Brenham . 5 14 19 4 1,080 1, 200 800 550 No. Brownsville . 3 9 12 a6 500 1.300 700 400 6No. Denison . 2 21 23 6 1,152 1,500 563 510 No. El Paso . 3 12 15 5 550 2,400 862 656 No. Fort Worth . 11 30 41 9 1, 600 2,000 609 609 No. Galveston . 16 69 c55 11 4, 200 2, 400 832 537 No. Houston . 10 46 56 13 2,236 2,000 742 450 No. Palestine . .. 4 6 10 3 520 1,500 875 500 No. Paris . 5 24 29 4 1, 430 1,700 No. Sherman . . 2 19 21 3 936 1,500 550 550 No. Waco . 9 27 36 8 2, 010 1,500 590 488 No. UTAH. Ogden . 4 11 15 1,249 1,500 No Provo City . 6 5 11 4 700 900 750 350 No. VERMONT. Bennington . 4 10 14 1 656 1,200 632 327 dNo. Brattleborough . 6 40 46 17 el25 1,000 400 No. Rockingham . 3 23 26 14 975 1,100 255 Yes. Rutland . 1 27 28 6 1,350 400 1,500 444 No. St. Johnsbury . 0 30 30 17 1,000 200 / 199 No. VIRGINIA. Alexandria . 7 21 28 4 1,350 380 528 363 6No. Fredericksburg . 2 10 12 4 670 200 575 272 6No. Lynchburg . 16 43 59 10 2,700 1,300 559 3S0 6No. Norfolk . 6 25 31 7 2,070 600 1,017 526 i>No. Petersburg . 4 43 47 9 2,405 1,125 564 424 6No. Richmond . 29 181 210 18 10, 296 2,000 477 428 6No. Staunton... . 7 14 21 2 1, 200 1,010 38S 290 No.' Winchester . 4 8 12 2 800 460 490 300 6No. WASHINGTON. Tacoma . 2 25 27 6 1,350 Walla Walla . 2 12 14 3 1,400 1,200 715 6No. WEST VIRGINIA. Charleston* . 3 20 23 4 1,000 1,200 320 320 No. Grafton . 5 11 16 3 700 800 500 300 6No. Martinsburg . 6 16 22 6 1,392 200 508 285 No. Parkersburg . 9 31 40 5 1,700 1,350 700 400 6No. Wheeling . 6 106 112 11 5,000 1,600 1,100 390 No. * Statistics of 1886-87. a Rented from private parties. 6 Except to indigent pupils, c Substitutes not included. d Except music books and physiologies. ePaid per diem. /In District No. 1,8415. 653 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 6S0 681 682 633 684 EDUCATION REPORT, 1887-88. 'able 21. — Statistics, for 1887-88, of Teachers , Accommodations , City or Town. Greatest Number of Teachers Employed in all Day Schools at Any One Time. o >— > m ^ bn ojq 11 Sac 1* Number of Sittings for Study in all Pub¬ lic Day Schools. Annual Salary of City Superintendent. Male. 6 cS a a 2 1 2 3 4 5 6 7 WISCOJTSEf. Appleton . 5 42 47 8 2,600 450 Baraboo . 1 18 19 3 800 300 Beloit . . . 2 19 21 4 1, 600 100 Berlin . 2 18 20 4 1,020 200 Chippewa Falls . 1 23 24 6 1,000 1,650 Fond du Lac . 1 45 46 i ! 19 2,468 400 Fort Howard . 1 16 17 1 6 850 250 Green Bay . 1 24 25 6 1,300 350 Janesville* . 2 37 39 6 1,820 1,500 Kenosha* . 1 15 16 4 700 200 LaCrosse . 9 69 78 13 3, 6S5 2,100 Madison . 2 40 ■ 42 9 1,800 2,000 Menomonie . 3 22 25 1,140 200 Merrill . 1 14 15 4 SOO 250 Milwaukee . . . 57 370 427 33 20,000 3,000 Monroe . 1 16 17 1 ! 3 1,200 Neenah . 1 17 18 I 5 800 200 Oconto . 5 10 15 4 975 200 Oshkosh . * . 8 52 60 10 600 Portage . 1 IS 19 5 1,210 300 Racine . 8 50 58 8 3,000 1,200 Sheboygan . 7 21 28 6 2, 100 500 Stevens’ Point* . . 1 20 21 6 1,025 200 Watertown . 3 21 24 5 1,120 1,600 Waukesha . I 14 15 | 3 800 Wausau . 2 24 26 9 1,277 300 WTOMIXG. Cheyenne . . . 1 21 22 3 860 2,000 Statistics of 1886-87. In Grades below the sixth. b They are owned by the city a c Except to indigent pupils. TABLE 22. — . Statistics for 1887-88 of Properly and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabitants. CITY COMMON SCHOOL STATISTICS, 271 oqjiiiiunp eiqBquAy spun,* jo v-inoin y IHJOJ, " 1 IS mm ! S8 is it 8836 g i* jas's'isf : a'®' is [a jfsfgtf •spuoa jo 9[«s P»« buuo'x luojj poAiaoojj © 1° i i I In i 1° N° i I ii i il j j M i i i“ •jv 9 A looqas uiojj puun uo ©oiuqwg ! is 18863 i i°I!°° §8§S i : rn'N* : : .-TcT »'ofe>f« : : : e : : h -i Receipts. •poAxor -Jog XauoH autpniDxg ‘juaA Suunp sjdioasg pqox »* I ll !iS8i I 886188 8688 g ::N* I£*mV' *3 g’sg'8" 'll •saoinos J©qiO IP* raorg i ;g \\ in i s° r N i9 1* inii 3 i ii tf i uoninx uioig n r i >s§88 i i= 1° ii a ii§ » i i“ - i i i I- •saxBx Ajunoo tuo-ig W4 i is is i i s i° im ms i j i i j s 1^“ s'^s® •saxBX Jo suoijBudojd -dy Aqo raorg © s ii igiis s ii i° ii isn I ; iaWw" S - :n *; K sSrs’s’ i i ~ 1 1 : •saxrcx Jo auattraoxjrod -dy op?}s raorg © 1 il I11IS ig ilil Ills 8! ~ K \*~« 3"8V Total Taxable Prop¬ erty of City or Town. •nojps -ni^A passassy 36 isi i i in i list i i mil ill mil s ilsiii ilil s' - m - = >- 1 j s‘-¥s ^ : : : : : : •sutba qsBOpajBninsa Hi i i in i im ii usi III i i ill i ilil ii §§s§ §-' ! ! I-W j :» s' I-' ssfss Estimated Actual Valuo of Public Prop¬ erty Used for School Purposes. •moi © glill ill 1 388888 1181 g ggs'iraa sggg 5 : 1-1 i-1 ^ 'i"N •eauBJqn puu snjtJiBddy |. 1° ill ill § 38 III III iM n § 60 §-rH*>lN •einjxnxng 83S88 188 co«|oo S 88 55 :cio oo koo ^ no g coco S 8 •BSaxpgng * 8888 i88 o 88 888 §§88 t-NS5 :®S O O® MO o =§so rA_r_r,o'— • of o' isefiyf i> ® : — ( — i GO OiNOOC-H & g ; 2. g •sops io spanojf) SI 888 n :S8 ooc§Q§ § ®8 own :oo oowku5o ioloo of - :«oo" m'co' o' ao' of cd -eTio o : eo oo gj us ox City or Town. - • : j j = j j : : . | ® 1 \‘: 1 1 ! < III! | ^ £ ai::‘ ! 5 § : : ;3 : : ^ a ] ^ ^ cs a ® o i3 R TicJ : '■ X : ^ c 2 : 3 S :'S5^s & itr'iS < 0 • O O 2 - W a rs V.. - - > - n < ’p 2 *5 2 f < 1 y ^ 3^,2 o d < < ? 3 O O J 5 .5 O ° cS|§ rHIMOO^tflsOt-CO O SrtSSSS SSSS » ^Statistics of 1886-87, a Balance of State appropriation returned to Stale Table 22. — Statistics for 1887-88 of Property and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 272 EDUCATION REPORT, 1887-88. CITY COMMON SCHOOL STATISTICS. 273 issei j :i isii m ©'-j t'vs*'* : :t'rr «” w m r l S i s j 2 S3 »§- ! i m u SS8SSH 13 SPSS'S ia 1 ! ! it ii ! ! rr* m ° S ' 1 1° : o o j jo : : : : !° i i ! i! iii •!!» -i iooo : jo jo jo jo : £ : S j : j-tt j j : * 1 ~ i ? i ? ? J . II a" 251 O CO .-M o s°ss i8eiS3ii I " s' | S18I8S 1§ l3!S iSS §svr£er3 is l&a^ iss • i 1 1 si g‘a Ii “¥ 1 i iiis Ii-* S3S1388S i "rass*'a"5;80'B g iigs ii 1 ig°iois ! MH - j 3 j CO • (N : : S| o °S ii : 1 il 1 1 1 i iii is |3J i ! S3 Iilg j°B j j°a* j j j i 1 1 : o : o ° i i° ; ! siiis«ii^ : | ;c- V ■» * : : : I ! j jggE |r i° ! i ! : : : : -T : : : : : : : : : : : : : : o : : i = : o ] o 1 © : iSo* SSII 1 issa p-g sigiisisisiiii j O jft T? M t>' t(T D X C O C5' M • « : ii 3 ; : : II o a 1 :o(N0 1 ^ isii iii •Hi | n H it - !§ ^ sq : x' — 1 ^ : in Is In ! m !i ! hoh :cf ieo'co' : jcfrf tsf : n • : : : : : . - • • § 1 o' : ; II 00 o zj i iis i i « isir o'tjT ill ig§si ! Isis i ! iii iiiii : fill ! : oVsf jrtHNN j jrHMCO : j : : :* : : ii i\ : if Si -s' i s B iiii iisi rnVi-Tcf ifiiis w»i gfiiii i i 4 1 i II : :.g§a ill j is is I ini i i ip i !i ii i iiii ! i 1 1 l! o' : II l¥ -s j 1 : IIII iiiS r-Tofco'© SSSSSS II il iii'iii 11 Si isf i in ii ii im in i \*$ p if ffl* ia"8’ ! ! ! ! 1 i i si : II S| i : i in 3 |3S 1111 Ills sapisss ? i in ii ii Iiiii i i sj H i H II II ii : : 5 : : i i in i iiii :cf :- : : iiii i J s' : S3 l In Ii i§ Ins 1 1 1 : !no :-r :cT :»nef : : : : • r l • .:rH :N : : : il - i § i -1 1 : = : mg -T-T _T iiliiiil 1 rH'co'o'o'N^'rH'g | Hiiiiii mil i isgaa !Sggss- ! i 1 1 t' : 3I i : f i S IIII oo'oeVo' iiii ill 1 -*‘iSSS_55S S' ' 1 ' | ! In Ii lislii i 1 1 : lN' jg ““ :: j j II 1 :'H 1 : : ii a [ CO j w : 1 o r£ 111! ^'r-'x'M 11113-! i| J -■“§'3 S'JS'Sfl • qo'3; 18 ED oooSSSK” Table 22. — Statistics for 1887-88 of Property and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 274 EDUCATION REPORT, 1887-88. aqj Suunp 3iqT?XFEAv spun g jo junotuy puo x Ill isles ill is illal IS5SI1S iflS ffjs lesss iss i» jS&SSS |2'S8SS33 is BS •spuog jo opjg pun su-eog tuojj paAiaoag il N M M illl i mil 1 1||° is°ss i is i II i i | iass i infs i jtf* j* as i una\ Tooqog jsBq uio.ij puB-g uo oouB[-cg LO IN SII°ISIg !i 8^” jr 23 II | iSISIlggipi m o cl ■ cL : ; r-T-'di'cT to -4"io"o «o i-h im : eo c-f ■* : \ : w i Receipts. •paAioj -iog Aauojy Snipnpxg ‘jna'i outinp sjdiaoag injox IN m iiiiiiiiii i iiiisisiiig igss g£S3 j^jojgiowooo | |SVo«oWSVhcT jooocT i ef \ i * j •saojnog jaqiO II13 tnojcg C* tN IIs is i**S*S8 i j l-aas iSSI !rt ! 16 : : : j : .-Tr-T i : 8 = : : ? : •saag uoijinx raojg s iim isn i°°^ i is is§iis*sss8 is : r4 : : 5 i rn i 1 • : : : •saxnx .1 a q j O P U B £juno3 mojg H ii i i iis ii °g§ i isB°s i i i i i°n i fiii” i’ « ii " i ! it i ! i •saxnx Jo suoijnixdojtd -dy'Ajjo rao.tq * H IlsiS ililslsl i illlllillslll is jSSgg'S ® :: Sw8f j® •saxnx Jo Xuauiuoijjod -dy apng tuoag a siiiigiii i ii I j ip iiiiigi isis t-- of r-Tr-i co : | : j> e illlllil iiilliSIII illl ill i i is iisisiii mmm m m 1 1 ;§ ceiodo^Nci :ooooni>Vio'!S1> :r-Tof«f : o c-f : : : r-T Estimated Actual Value of Public Prop¬ erty Used for School Purposes. ■mox © lllllllll S?g3=sssg io iiiiiiiiiiiiiiiiiin i S $ S SS S 3 1 S&|SSg3S'§ S 3 ■saiiBiqig pun s’njnjBddy Vi lllllllll & " " a 3,000 450 250 2,500 200 750 i 1,500 1,000 800 700 500 600 300 400 500 6,000 2, 000 150 500 •amquing * III Illl 8» iiiiii iiiiiiiiiiiiii j^fflcoVeo jto'iiiOT-iooMsLi-T'^W'^Ncq •sSuipxmg M iiiitiiil g¥|S|sssf| 120, 000 44. 500 25, 000 77, 000 80, 000 75, 000 25, 000 125,000 115, 000 24, 000 121,000 78,200 25,000 i 64,350 35,000 50, 000 110, 000 50, 000 37. 500 •saqs io spunoig N In ml si" a*'ef| iiiiiiiiiiiiiiiiiiii ; as' -s' s s-'s s- -S2- =f-‘gs' » City or Town. - ILLINOIS. Aurora . Beardstown . Belleville . Belviderea . Bloomington . Cairo . , . Canton . Central ia . Chicago . Danville . Decatur . East Saint Louis’1'.. . E fling-ham . Elgin . ‘ . Evanston . Freeport . Galena . Galesburg . Jacksonville* . Jersey ville . Joliet . Kankakee . La Salle . Lincoln . Litchfield . Mendota* . Moline . Monmouth . Olney . CITY COMMON SCHOOL STATISTICS. 275 s : \mmm \ m \ $ 1 j — — — •- |gf IliBliSi !§S I ji8 1 sag'2sss°‘ -gfa ?: :s8 i ! iii nil Ml i : : ! : i jofm j j : : : : : :rtrH : : : M M I ? 1 ii is M° M i ::::::: io : • i : i : : : : i : 1 1 1 1 1 r 1 :::::: : :::::: = : : : 1 1 1 i i ! ! Ki i : : : : : : : • $mmm I i §3 i§^isS jlislsi 18328381 ill i m I — ■'♦of of o' x' in t-01 : -h'oJ :cTgfgtfoo : of io‘ cf lo'o : cf :SB'’“SS i loro “IS; 1282223138 ! i i*!S£.3SS&28§S2 IS i ig iisg i iss . I'. H 88888 ssgs'asfsss j ; °'s iasgssfsssfsss K i is bw i •is : :locT ssss's eg !i isS-rf; ! :« j co : : : : sNii jsiisii ii In i r 1 1 i iii mmi :«§ : Mg N : jeo* : : : Ith : : §1 is j isiss ! 1 : : : : : 2sN|! |3 IIs M 1 1 1 1 II 1 : i : : i_- : IHiFi i ! ; : : i |3Eg ns ii I I Is - - : : :q : : m*ii : : i : : : ! EiSi iBSSSSa i IE SS‘9 |S8SS5;SS'lS I =* 2£ S3' iiimmiign issf i j : i : !§ |!!!S i|l IS 1 1 | QO jjftcfj^ ; i-> :KD ; ■ ; : 1 1 ill of : ; o't> 1 is fLMi Hr- IS S^'S ! s ; i iisiBis oi : • •nCeo'^Xn §§ i iisisesg 132 mm m \ ;S§ 28 cT : ecTorsT tT do' -jT -T :-eToc :::::: : ro co : jo'of cf-T §1 ! ii i igisii i i § ii i iiWii i i •^cf^loTr ii iggiiiiii i ifg i liisssgi i is i §¥ mmm i m 1 l ii i — n :«o'wer«»Ni-; : : sc of : ijci-iRmno^ : : eo : i ini j ill'll : : iii ini iiiii il ill! i ini ill i ini in i iii! iiiii f ii mi ji§ i | if iiis i jiff ill j iill m j 1 if I I iill t? ;io rcooco :»oeo : : : co'o'of eo' io" : : : : : : of o' cf gllllllSilll' SSSSf gflps'S i£'||SS'gSSSSWS8 I3|s§|fc,'ggs SiCS'lg 288888688882 II illlllilill I il ilillllllll roTn^T — T : co' co' r-' r- T co' gT eo'oc r-T :n ofof of 111 |112 I 1 logfr-T :ses co of HOls 1 I S““g'S2 ■*' S Hill ~eeo il lllllilllii”ll illll Ills Hill i-Trf : --o'ofofco'o o coin la r-T oo" :ofoofi-i of ® cf of ef gp pil~lllgl§i Ii ilillllllll iff illllii ill! gS|S“2g|ggg-S -s ; S I B ?S | $ gg 2 g£ 3g jSSSSSg jess sssgge z ii iiiiiiiiiiilii inn ■ [ill ii o^o igfggS'S e»©«f eo'cf • -j'o'oi -ofo'scf ro¥ iss | m m mi n limmmmiimmmni mn* miigifiu g iiliijnjmiiitliniiiumj njdi imj-l|^l 1 il!Js|!l!ljj!|?|jl g Mill i -2>A.or,%Zo e S£_SE*£eg3si3iS,g£t>2 :2S£«W°Sg2 £ .2 =I=SS ‘ S S S ^ J ISSIISI33333 33S3§SaSS3SSS3SSSSS3SSgS§222 sSsis of oity. b Buildings fire rented. Table: 22. — Statistics for 1837-88 of Property and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabit t -Continued. I EDUCATION REPORT, 1887-88. 276 am 3uimp oiqsirBAv span.j jo^anoray ibiox iSiii ! iiissSi ii 1 SSsilBS ii gsssa* j '-SSSg&S !2 ! SSSSSSS IS ! : 1 i le •spuog jo apss puB saeog raojj paAiaaag in 1 1 mi~ 1 II ! } 1 it 1 1=§ i§ i i&mm min isimki looqos lSBg taoj; puBjj uo aouB[Bg ii IsseJsss is! 111 r less i Is ga j-sH®" ! “ !"S | [f Receipts. •paAioj -log Aauoj$ Suipnjoxg ‘jcaA Suunp sjdiaaag ‘pqox w 1888311188318813 ISslIISli |s'|3'as33sssgsssss' asasifsssV •saojnog .mqiO IIB tuojg « pis ii 1 N is In i Biss"**! r " Kll Jl Ii I I K uoijtng, *u30jg I « *3 mm i mm 1 N ss« Is in ii il M •S3XBJ, laqiO P«* AjunoQ xnojg m l s ii Iggg Inijj ii 1 is ii l { i jsf K “ jsfs j j ! <*- = ! *• i •sax^i jo suoijBUdojd -dy Aji’o raojg © Sf II is Mg ii 1 igg§ slills'lll gs is i i is is 1 i?a»‘ g«s'ss''sss *“ ! i 1 i i i i •saxBj, jo juauraoi;jod -dy ap;s raojg © E ill j in ins III gllSISi jg c7 ocscf '• • eo ja of g : :o : J L mm iriiiii ii 18 : too is : I ! I liaiS I HIS iilsiif ii S |J IS sS { i^oV'oo^r g CO© : ~ «C J> t>"-» tgjOOVfogj ns _ ill _ ¥ ISillll illlll gl II - : i in igggg isi i iiipg «T • of cf : — cf cc of "^fgfe4 ; : is ->r cf to to Is SI 1698888 ISI68S «W ;«3t^»iaosef jg"»»SV» II sV ii iniii i iiisiniii ii mm i iisiisiiii ~ =--"*3 I ill ifiii \m Iffstfi i'll ■^Vo'io© jcf of tgwwcfef IS 51 io%f Veo 88 iSS ; 18 ;8 118888 fell ii ii fell Ii is HI i ill is Mi ! II ■ ggf ; :3" m t a ^ i : s • . i ; gs L i” : a01 § ii i ii i in ii Ms I in lii ©> a 888888881 1188181888 §1 lllllllll 118888 §13 g'S3Sg||SB cSffaSS'ggiga SS gKSifgggSS i23SgS |S3 «r-T i eli m§ -To- i-n'r-T of 00 II |i iii j iii jiai ii i p : :< : = o I© it r~ r-T T-” -rf 0~ O' t> io TaTr-TicTS oocfeo' : too'» : icfw* io' it» i^' : : : i iw i 3 “ lllllllll 1 III 8681 II if ill! ill ill ii III asss'g¥g|s agsss 8SSS igpipqgsgp las 881188188 liillgllll ii i ini iii ins M III S-r”S'''3|S8 ” "“iffSSS- “i i ;*sir-r ii 1”'“' nn I* mini ik Ml ssgsssgis ggiggggigg sg aassasssaasBsia ssa a Sinking fund not included. Table 22.—, Statistics for 1887-88 of Property and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabitants— Continued. 278 EDUCATION EEPOET, 1887-88. *JT!3A aqi Stmnp aiqurtnAy spung jo ^unoray xuioj, y*. iSS illlSSs i igs ;o>'sfss'|a i : : r-T : 235, 908 79, 242 30,466 27,051 , 15,971 ' 16,584 51, 460 •”’29;ii3 129,500 66,519 S83i ssss •spuog }0 exng pm? suuog raojj paAiaaag; « w ! 1 II ! !°° !° 1 i 1 SI i 1 Si : : : © : : i © i i © 0 : © : : : ii urns i iii : 1 : : 1 : : •juajx. lootfog xsbt; taoaj puyg; uo aauiq-eg es w* i la i i i=on§ MISS 1 0 0 . 447" 0 0 . I93" 0 0 76 0 50 779 1,072 i 1 « •paA«>i -jog Aauoj^ Saiptipxg; ‘juaA Suunp s;diaaag 'iuxo* * 11888113388 18388381 SlISISllS igs'sf^sfas’ia^ jgg¥$fss£ : h : : •saaanog J9tD0 nB raojtg M i=l i i§ ii Signs is-8 in ipm° it sri 'f ** i K l i uoijinj, moi& « j ||2aiSSI8®l jsP 12 is I |°s“°itp ! ; ” 1 ; i i 1 •saxBi 19 mo pw5 AxunoQ Tnojg rt is i f io° ii i i i i° i ! i i ! i°° is 1 ! i U : = = : : ^ : : l : : : : : : i ; * S3 : : : : : : : : 1 : : i : : : : •saxux Jo suoipnjdojd -dy Axjo raojg e 18331888388 18888888888888888 :gs cr5s'ss'|“S' [iRfsfasagsasa^s's's •saxTix Jo !XuamuoixJod -dy ax^xs raojg © PS Sil°l is 1 i i is i*s§ is=Il= N i • : : : 1 : : : : . 1 Total Taxable Prop¬ erty of City or Town. •uoi;b -nitiA passassy 00 $3, 200, 000 4,000,000 2, 892, 141 2,672,500 3, 350, 000 14,287, 100 3, 679, 852 2, 901, 900 14,721,079 38, 640,500 59, 052, 810 19,404,852 5, 920,470 5,150,000 3, 200, 000 3, 630,760 5, 870, 341 2, 454, 305 5, 835, 850 45, 576, 175 12, 602, 704 2,074,555 12,991,497 3, 050, 954 4,721,140 •anx^A tisnopapsainsg; $5, 000, 000 ’”530,330' 3,000,000 5,000,000 14,287, 100 4,000.000 Nil i i ii ii i j ! II! 1 j il Si 1 H : i 1 1® • 1 1 fi, 800, 000 14,000,000 4,000, 000 4,721,140 Estimated Actual Value of Public Prop- erty Used for School Purposes. •mox 9 11888888 Si iS 18888888882 ! jjfg&SSgg jsf j§ j : : : : 34, 425 195,500 44,900 64,942 •saixBjqig pus sirpueddy iii ism ii i i r-r : : : : : 3,000 2, 400 1,000 1,000 500 . 406" 3, 000 781) . 266" 500 900 100 •ajnxtujng * ill 18888 il i is=r : ! il §111 jllis jgiii : TjicufiNeo' :«T©eo«f • 'sampling « ill 18888 1 1 igS isgg^|§ j : : cr iifiiii ill iiii il|sSSiS iaS^i' •sags jo spunoif) ill illlisl j |l fill ill® inis "cl '!'§0'3 : fo o' 16 S ^ : I City or Town. ■f MASSACHUSETTS. Adams . Amesbury . Amherst . Arlington* . Athol . Attleborough . Beverly . Blackstone . Boston . Braintree . ...... Brockton* . Brookline . Cambridge . Chelsea . Chicopee . Clinton . Concord . Danvers . Deadham . Easthampton* . Everett . Fall River . Fitchburg . . Framingham* . Franklin . Gloucester . Great Barrington .. Greenfield . aa39SS33888a8BBfi888aa8H8fiB8 CITY COMMON SCHOOL STATISTICS. 279 mm ills i \mm \m I i§§S§l§I£§g !M8B !8 !88E !S8I SSS238 jSsS i ~ of ic? -T cT COC^nCI t : ^ : • : \ 1 : : : 5 III! : : : : i 0 joo : :S * ; :o : : : : • ill! : : : : : 0 : : jo : * : : :© : =0 : : 111 : i i : : : : : : : : : : : ; : • • : i : j j !° 1° 0 :* : 0 :oo = » 15 ! i i : 0' : if: : OC°P° 2 0 c 0 ?! C o ^ : o O s | f i00iB0ll“00 jj ”S" 0 . : : : o'co : : : ^ !§§§!§ sssgas's f§iS8I§SS&S ~ 1^— -?-r cf « — r cT r- :: c -1 :: co ci - ^ ci 81MRS mmmmmn S°'S8'a ;g'“SSaS5S2§g^S'S ; gislSllli i2^g'8,-'33S'S Is |1 {3 : 1 1 i° |s»8« isig i i |2s= ini !!!! ! in i “ : ; nco • n : : iii i | p=g§=| S j jS |a j |ooo : : : 0 eo x : : jeo : : : X J, : : n : 1 j |S 13 |a N i°s is ji ps !=-ssg : : K £ 3 £1 5 S © *3 _ :oo i ! ! Js J _ ! ~ : : : : : I I I i oe,S8° iiSSgg 1 SS81SS SS"SS'3S ns! immmms immmmm m mmm S3§S iSSSjsa^S^'SS" l=¥S'S^5;3Sf8 - iisiaia g illlllpg rs i |8°SSi«8S3 is immmmm ;i SS Sis islSl IslllllS to rf I m'cVt'c oV- cf cf | il ilil is if \m if jx jxofo K ii ii is in in !||i ji Iff jii :oi :isf :co :?i« :i>x llllfglllll liiiiisisii iisiiii in imm il ISlIiil its 1 mimmm t eo - 1 : V of oi ® of eo : t-Tijf ^ gg|?;|Pli|W|sB g| iSsSEffgglSgS igpgxg :g| : : : :s“§ i is ;5^?3 : :5 jncV j i^T : *“* : : lllllll iC C 0 oi 12 of '■ ill liSl j ili Illpt ifgiii lliii jfl§§ ;s|- j :sl| »S|3S| iggSSSSg. j|SSg jgSSSf -T- .. ; ;_ ~5 _ S-4 tttS8. i _ ; _ 5 s m l^ggss | igs i ill iliiSi I ill niiiiiiinii 4 II! i iliislllil iilil : ~V : |®g : d»oV -is ix'o : lsoo'qfeoof • :cTg : : « : : 1-1 : : r1-1 ' : : lloi’sllii-sii’S’SislaNiiis _ t;=;ss=;^^^ssssassssssaK^fc}5J2jj?s?; Table 22.— Statistics for 1887-88 of Property and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabitants— Continued. 280 EDUCATION REPORT, 1887-88. SuunQ aiqB^iBAy spun^ jo !>unotay pe^ox H 111 SI 1111 ill iS is islllll il ss'5 as is'sf* isss is rn isssssss !sf *■ " -i i f ! i ; •epuog; jo sjBg pus subox caojj poApoog; co fN S i° Is I l§= i=i is ii lie N 1 in H lg!H ; 'f is Isa ; mss 1 •JB9A iooqog 'JSB'I THO.TJ pUBH UO 90UB[B£[ w rt Ir s§ ini in Iggssss isssss jg£ eiW j jcT jo HHHV j efioooV cr5 3 “3 o (V *p3M.OJ -log; Aouojv[ Suxpnioxg; ‘jcoj^SuiauQ s^dtooaa' T'Blox * N in ii ills is! isssssssiss is ss8g s'sf ||e jssss'ssgs'ass is •SOOJTlOg JaqiO IP3 tuoj^ e* h * |g -8 i§§° Is! ililSSS Nlls j i :on : cioVcoo j ci" •saoj uoi^inj, moix ft H las is"S in ii-gssii-m° r *\ i i-“ 'SOXBX raqiO pun A^UUOQ USOJ,£ H H ir liiii NigH si i il i° ii aiiibi ii i i * i hi •SOXBX JO suor}Budojd -dy k;i'o moj^ © H iss igigiSissiiiiisisiisii g'Bf S'S Ids i|S iBSS3|gSSS'3-3' •S3XBX JO luauiuoipiod -dy syB^g thoj,£ © §5= gi ini in ii ii i sssssss eo’oT joc Tr-Tr-T {go? jo' jjo j us"i-refrHeffef^T Total Taxable Prop¬ erty of City or Town. •UOt!)B 'ninA possassy in ii ini in isiii iiiiii ii ill if ill! ill jf&'i iiiiii li jfoo'g jo :o' r-T jg'o j^Vfgef jt-'N'co'rH'cf j ef : : i1-' : : : •aniBA ijsbq pa^Buipsa; i ii II ini III Ii in Ii In 1 Ii ill ! j ilif i|l If ;ii i§ III i ii Estimated Actual Value of Public Prop¬ erty Used for School Purposes. •mox © ns iiiiisiiiiiiiiiiiiiiii i=i ** r-T rH •sauBjqiT; puB sn^BJBddy W § Is in ini In it iiii Iiiiii d |s i”S I - H j» j-- "■ •sju^iujux * i Ii In iisi In Ii iiii iiiiii « :3" :«<»’ iLo"eo' :» ico'o'o iNNianff •sSmpnng M $75, OCO '780,’ 950 ‘ *120*000*1 133,000 ■‘l8,‘l6o" 11,000 50,000 998,500 160,000 35,000 "50,000‘ "5o"o66" 90,000 100,000 45"00()" 85,000 32,000 30,000 40,000 i •saiTS jo spunoj£) W 1 il III lliilll II iiii Iiiiii a jg jsfS j-tf isss^ City or Town. H MASSACHUSETTS— continued. Winchester . Woburn . Worcester . MICHIGAN. Adrian . Ann Arbor . Battle Creek . Bay City . Cadillac . Cheboygan . Coldwater . Detroit . East Saginaw . Escanaba . Flint a . Grand Haven* . Grand Bapids . Ionia* . Jackson . 1 Kalamazoo . Ludington . Marquette . Marshall . Menominee . Monroe . Negaunee . iii isssasssssssssssssaasa CITY COMMON SCHOOL STATISTICS. 281 s !SSSR i 8* 1385“ 1 1 : g iilfiEEES IS i a jis'g's'a'i'as If I : ;§s 1 ;S8 §§§ pssi iiiains | ©'rd— ‘ x©'© : rd x* «d od — ' ©' V : :© — — ; : : i ! |cii II !>!'• : : ^ ^ i i § 1 IBs » ; jSfsf s Isa i i0 ! ii i t- : 1 1 : : : !© i© 1 ; : : : i i 1 ! i hr j j* i iiiii § isssfl — ' :o'cd — : : 1 IlSssili |1 1 cd : c cd deded :td : 2 : 8I I llPlii ii IlSilgli i eded Wricd :»-■ :» -d— — cd : : :S = iiiiiii ss¥3's“pf g Isisiisiiis s ;asa's|a=f?‘g' : ins lass IIS isillSIlRsIsSS | nVx i^oTio^crwg^^eoo^ef • : : IIP 1 r*td© : l i ii ii iis° is 1 S i K is 1 1 ii°i : ’• rd : ; sg§ i i in” ii i° i 1 n i in -• H m i 81S3I* 1 : : 88 1 |ll 1|*8I is Ns i i ig° 1 r i : ns is3,,a*88*os8as i i ! 1 i is i : : lo : : : : : : i \ ■ l : i 1 i Si i o=> iis - : - - : _ : - - : :©oo Hr Ill il § igEsSsiSS i - *“ 1 - 1 * I • • IAS '■ ..." Ip !-“ — i — : m ^ : n ic ic ci x © © • g : - - : llliSi | cd © rd© © ; 1 i|5|2||| 181 e>‘ i 3S8"S'°“' 158 : : ilBI |o©© gii i j&isss 1°3 ! 1 ! 1 1 j ^ ®'S| 1 a j | j 1 : : : : : i : E ils§§ r-T : © © id — f| § ill i illg IB i -r : edcd 1 :-ddVd led i : : !^ : i :!II : c* of c* : ns iiissi mum | rd-^ : e<» cd ider :iaedri maided : i i III || ; ; 111 ii i i ««%* =-T : : t : : lalliSglllll iisiiieiiii i— — © edcdgr-i aged ilil iffi : id cd cd §ii iiiiiii iigi8is i m mm \mm i rtrt Ir-ii-H C^l^ri T-— . i— sr-si-T i-T l i it ii f jl ii’ C -■ 3 3 > ! 11 ! I ! I i ! 1 1 1 i ! i 1 ! i -= fj 1% 1 ! I lilii i I! | U11 :sss ~i£I* 4sa? §§S«8i l8S§i§§§gg§g Ills lliSllSliSlIISlili of 1880-87. a Owing: to a change in the lineal year thin statement covers tho period between March 15, 1887, and September 1, llcling fund. o From sinking fund.* il Deficit. e From bond issue of 1885. Table 22. — Statistics for 1887-88 of Property and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 282 EDUCATION REPORT, 1887-88. aqj Suung oiqBjiBAy spungjojunomy IBjox H 11 illll 3” jgSfif* : »~l 47, 287 1 i 18388 i * \ \*m \ : : : 10,091 9,574 30, 601 •sptiog jo ajBg pun suBog ruoaj p9Ai9oajj S °1 (8 IS ! a |a |s ; 1 MM is! ML i ;§ ! o :o : •jboa i°oqos jsBg raojj pUBJJ UO SOUB[Bg[ tt ii I Isis s-ns 3,530 1,771 7, 646 10,610 9, 028 10, 510 17,732 0 0 8,911 •paAvoj; -iog Aauojtf Suipnioxg ‘jBaASuung sjdiaaag' puox H ' $9,400 4,574 107, 045 1,071,305 28,704 36, 578 4,886 43,757 26, 437 15,720 23, 484 33, 855 17, 706 119, 300 481,878 10, 091 9,574 21,690 •saajnog J9tp)0 II® tooj^ M » igg i i i 1 M = j : § inn i *•" ja -93 i o : io : 1 m •saag uotung, tnojg s $50 114 1,067 290 500 130 : : : : jg£ j i 1 : : ° is : ! 8 <» « •saxB£ J a q j o P^b Ajunoo tuojjj s 190 ‘SS$ (601 s 43,757 88 ° H I 18 ioVdr~ s •ssxbx JO suoijBiidojd -dy Ajt'o taojg o H iigs in stfg is- : iiSsaii i i" a s| ; : : . lO ° is i •S9XBX JtO juacauoijjod -dy ajBjg mojg « $1,286. 2,536 25,418 97, 649 3, 353 7,153 2,068 1 igS is! i i”3 !aa ! ! 4,431 4,825 10,094 b ob . Is I *UOIJB -upcA passassy GS> $612,000 1,913,115 18,000,000 224, 839, 700 3, 350, 000 5,021,823 560, 500 7,500,000 1,357,154 . 725,262' 2,000,000 878,598 4,800,000 21, 000, 000 600,000 1,100,000 572, 000 1,163,798 n o H •anpjA qsno pajBcnijsg; i> $1, 800, 000 3, 500, 000 60, 000, 000 299,786,270 10,000,000 12, 000, 000 1 ; : g in ill 1 8 111 ill i » i-2- i*s i 1,200,000 850,000 2,985,000 ft o £ .2 $ •TOOJi o $17,335 24, 500 238,168 3, 528, 449 121,000 365, 000 10,900 84,000 78.500 44,000 103,447 133,000 89, 400 392,500 1,253,000 54.500 17,400 51,800 26,500 rQ O S| •saijBjqiq puB snjBJBddy *a 111 111 r-Tio s 500 1, 000 650 1,000 400 2.500 18,000 1.500 500 1,800 1,000 Jj 2 >■02 u Tg.o •ajnqujng SI fill ®*Nggo© 1 d* 1,500 000) 2,297 12,000 2,000 15,000 25,000 4,000 1,200 | 10,000 2 -1 it P O •gSuippng M if" 1 45,000 60,500 ' 78,000 65,000 185,000 420, 000 39,000 15,000 | 25, 000 : (25, 500) 1S ■s w •sajig ao spunojf) N $2,400 (20, 1 61,000 833,013 35,000 150, 000 400 g llllllll ass'«||3’ 700 15,000 | City or Town. Missouri— cont’d. 1 Rich Hill . St. Charles . St. Joseph . St. Louis . Sedalia . Snrinafleld . Washington . MONTANA. Butte City . . . Beatrice . . Fremont * . Grand Island . Hastings . Kearney . Lincoln . Omaha . Platts mouth . NEVADA. Carson City . Gold Hill . Virginia City . sllilSI I 88888888 CITY COMMON SCHOOL STATISTICS. 283 m ~ c? ?f • 2? ro S ?3 2" [868 IS IMS ISH3S8SSE8EK8 88888 1118 Is’®3" != I‘'ss i a *'s § s' f s fsf 2 a s s' f-';‘2's ;gs^ 1 OOi 0 0 0 000 : 0 0 : : i misMMfs! r°s in ! °° i i i i ioo • : : • : i : i ! : : j j 1 i : i 1 1 i i§ ; : « co " • : : : : im g°as ;»ogg s*o| jgggg I ifgil§»»gg|gis 8°I88 III*1 r-r ef : ^ I of-T t' O CO 1 SS83888S3 SSSS !S888Sg5SSSBBS8g888B 88831 lS3S •’s’^sfsfsss s¥|S ® g gVs *3 s s gf § 2 E3 sfs s s g'stftfs jg;?*-' SS3§ !0g| i 1 i i”°S ^ is is ii i ii® Im l« I i : : : : . : : : : : i i : i : : : : i : r^i/s icT i-T :oooc :»S : CO r-T : Slinalls : o ° : : I | 1 : : : 1 1 Ii |ss ii |g ;==g ii j i iii! Iii i j \ lli§g jll® 1 t° i i° iii : ° O j : 1 i i iis iiii iii Nish : m ;c S'jif : ° : : : : : o o . : : j if; 11,034 0 0 SBBBSBSgS ii I “^sfsssgf^s* isI; 22£ i io t>o5 : r-— < : 8818 ls-3 — 10 § Is! t> io“ 8B8888S 00 ° 2p § mm sm im illl illl 1 iiiiissil! ofCT— 't^t^Lo'— "so — ’ 30 J~ g ^ ^ 1 itpii 00 :— cso'ofr 8111 ill! eoafeeg : of x. ! m IE ii f m is ii ei" : : : : cs“ : n ill ill ssa tm \m oi'efid'r-r :g"voT( il ii illl ii II lift I M2 I. :co :ci : co 0*0 : : : 111181 83838 illl t>o'x'icT V 00 g°'§ § j§ X L-0 slim tigs! mis -Too « | isiiiss liiii ini TsTr-Tr-T cf-^ ICrHCo'l>Cr II • M » 111 If 111 ill Mil i 11111 if ! ilill 11 Hill ins signifies sgg| jsgsafssg- ; i ; sfssgss gap's iff ;i j ii si it s iiaiigiia 11 = •-'S'" : -io o'so 0® :co“ eocTtMeToo : j II i ill SSI iSli 11115 illl §*■»§ i 8S iSS* ii! = n ! } i j ia I iii iii '! liiii miiiMH : \£~i Hill! mir IilMiBi ■ s : : ! dfii i i \i\w\i I i i i i§ M| i isZUlimliit l jipjsJ 22 | &s si-ail IMIS ! Sllllllll I ggggiiisi iiisiiiiiiiiiiiiiiiiins 11 O — ^ CO ^ 10 0 tistics of 1880-87. a Appropriation for evening schools not included. b Owing to a change in the fiscal year these figures cover 15 months. Table 22. — Statistics for 1887-88 of Property and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 284 EDUCATION EEPOET, 1887-88. ©qj Suiing 9iqU[lT3AY spungjojunotuy ibjoj, § mm is | !ssa*s is * ; i i&S8aS3833BSSSSSg9S iS 1 s °'sCsfsf ssa s' & s a ss'ss s; 3 : g •spuoajo ©ibs pau | & saBog taojj p©AX©o©u j m n n lr Lilli s MM ;e..e.eoo.g.og.g.oo jg ! or «r Is ,XB9A looqog Jsbt; uaoaj puBH uo ©ouB[Bg » H $20,364 6,458 7,776 '”5,256' 430 2, 298 6,001 4,727 igooiiigiig is lass°ssB jr-T :a ii§ i ill in ii ill i Iff iff if oVo ; jofrf jeo Estimated Actual Value of Public Prop¬ erty Used for School Purposes. Tn<>X © $110, 000 98, 300 20, 950 37,000 121, 860 26,000 378, 100 72,700 49,800 36, 000 21,400 63,984 73,500 52, 288 30, COO 138,000 J.OU, »-iO 66, 088 172,000 50, 000 . esTfloo* 87, 000 20, 336 66, 500 36, 811 82, 000 131,000 •sauBjqn; puB snjBJBddy 10 $800 250 1,500 2, 860 1,000 4,400 2,000 1,800 mini ii r-T rirfeoV« 1“ sin liiiisii 5Veo ei :onm r-T nT tjT •ajnjtujng * fill! )§!! ©Vfefwio ioiasT Illlilll |i • r-i CO CO* <© ■ l! ; ? If ii Illlilll 3 lo'e-o" | © co co* 01 TjTi> •sampling " $85,000 14,800 30,000 i 84,000 D00) 282,000 54,700 40,000 24,000 17,000 47,000 53,000 33,000 18, 000 90,000 ou, UUU 45, 000 112,000 36,000 "40,006" 70,000 11,000 50,000 24,000 50, 000 100,000 •sajis jo spunoj{) St $40,000 11,000 3.500 2.500 30,000 SSf 75, 000 11,000 6,000 '""8,066" 3,000 7, 984 15,000 12,000 5,000 40,000 llll illlilll sa's® :a'srra't-'as3 City or Town. p* NEW YOEIC— COnt’d. Cohoes . Corning* . Cortland . Dansville . Dunkirk . Ellenville . Elmira a . Flushing* . Geneva . Gloversville . Green Island . Herkimer . Hoosick Falls . Hornellsville . Hudson . I lion . Ithaca . Jamaica . Jamestown . Johnstown . Kingston . Lansingburg . Little Falls . Lockport . Long Island City... Lyons . Malone . Medina . Middletown* . Mount Vernon . CITY COMMON SCHOOL STATISTICS. 285 es§ 1386886886 IBIS! IS 1888 6 s'gs \ssb| r Agasis 11* ns : : !25 : ! 1 i5S i : : : : : : : Si IES8SSS 1 38 i32SgSg | 1 ^ oog jooo i||ooo joogo jo joooo ;°8 HI ill 0 0 o’ 238 0S2 0 0 I K“S i 4 j ; i S- : Mil 1 : : o' : : : ®* l°s jll!°°!!lIfSaSlls ls°6S §31 ; 1 ! i® i 11 Usings -H ;OH CO .-I-* Iff c- a- mi i o,- :jrKi-J5g-g3- iBSllsglSIlllllHIgpB 18898 1 is is 1381 HI 13368888 sfg g sfas s*‘a ■ s a's a gfgs s § ^ j § s' s s? ■» ‘ : 10 :-iT th : :eo *:x%s.%jT 1 r ; : 58 ;S:2K'SSg¥ °°slSslgII°IIIsSs§ 1«S836» » 00- i-!W : COH -T B°a i o : j e* i :® i :o : : -T : : : ; : : : SI [3883688 o' : ef ift : o S0S888838S6S838S8g :»iri8 r-r ef r-r : NH 8SS !§ N 1 : : : i- hsi mu j j oo : ©oo : :©o iooo© : : oo : o :ooon © : o : s : : : i ! ® g : : : - : : :<=• =1 « : : : § : : : : : [ [ [ [s Mir I s° iioor§s r-T : o cT r-Tco* : : §§esiii^igi!iiigii iisigii i !s ft‘|'5SSg83 SSSVgSS! Sfe iK'§« s !S « ^ i i i ill : j j : : : i SE 1 lllllli III [8888 [Sill lists ji illgs [IS coaorH ■•loeoioef : ef oc of o' :*fidV'ef jef ;w'efefof :ri— ' li ir ioo i : ii i In In 1 3- j ;» § ; 183881 lliili! If iKSISIIil 111 iiigii iftiiii ii mmmm m efocfeocfof j^T jrw^ef^QO efio r-Ti-To ii 1 ii |ii|5 : • : 1 88 ll 188888 | is if [6‘ffff oh :cf leftHio'wco i iiiii Issssbb 1 i in iisisii i !§ i iiiii iiiiiii j 1 l§§ liiilii i ;g lo : ©in ©ef : n so -wcor-I : : : in © iko'^noio i a :©' Ii III i Ii I If i jeo : |ef i 1 ii 1 in ills i ii i iff ifff oo : iefd- :x|^T 88S8SS i#IS!lllllillllls III Kgg-s's's issssgges^is^spsa g'?| tjT : 188888 III lllllli j,o^coef |gg ;g||g|| : i cf a The financial statement is for 10 months. b Deficit 53,154. clncludes tuition fees. Table 22. — Statistics for 1887-88 of Properly and Receipts of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 286 EDUCATION REPORT. 1887-38. aqj Sauna oiqBqBAy spang jo junoaiy jejoj, ii i \m iBses isis in is n iggss i SEf 1 I28S jS'SfSn 1583 Iss Is is Issss 1 feC0 1 5 1 : : : 5 : s •spaog jo 9p3g pun suBog raojj paAiaoag o 1.0 : o © : ioooo t o o o : c © : o io = o o to : S ; 1 s ! = ; ! ; ; i ; ; III -'ll 1 si Ml II •JB3A. iooqog iSBq OIO.IJ pUBJJ ao 99UB[Bg *3 % iggss isiisssisiissi is \mn |s 5-wt-v^ P {sif^a Receipts. •paAvo.t -jog Aauoj\[ Suipnioxg ‘ana^Supina s;di9oaji ibjoj,. « Wi is ins i issssnsssssss ii isiss i If jss* j js jsissfs j •sootmog jaqiO IT® rao.ig « gg l3°S 1 M*g| is l§°!s I 00 : : : : :^T : rs : & : i \ l i : i •soag uoiqni rao-rg 51 " p jss i { i°s|3'5siiiss°s j ie mm : : : : . : : : •S9XBX J 3 q 1 O Pa® iC;uuoQ rao.ig i 1 in 1 ir i= is jggs | j 1 i°° i° 1 otf : ted" c ; ; gg issssiigi ls§ ii§ ss Ir |S8| |=S8 ]s§ is |gg|8883S cc o' : c is? N t>r1 §« 1 : =c0* r-T rH H g i° r> : S II Ns ! §n in r o Jr-ToT SS3S88S33 « iS88888SSESI 3 iS'0’a'S3$£'§S'38‘ : g is s K gilill S888S8 sa^'s's' °rs 2§lsS « eoeocj «> lee t- ; M i iii igSSISsS : : co o' n r-. ri ° il j : NOl i !1 “IS 2° ||g° i “SIPSSB 8 |88°a |g||§||| : ^ r-T ° : : : : : : !ss« 11 N° : : ooo ; : 1 i i?TH : : : : : : o ;« gg§l°§§S |° ofi-Tr-T eo'oo'co : i ii g jef sSli^ wo' oo'w^' ii ii |» i i 88SB8S8 IS '-'sKs's's's' is 1 illlllllESig oo ; t-'o oo' oo' o' 1 1 » o o i ii § r 8S8I1S c'o'ejenH 881688 o OHSW 883888818 rfrt i igiiiisii in eo :efeo co'co*eoo'i>o : co'o ° ! i : : S i !Ip1 ? i kp 881188 iCetCo'eo'^sj' gin isiss I' ill islig -T i r* ioVoV' : : i i i III : : mmmmm mmum o' o' o' to oo co ■£ its i d t-T 111 III II iS8l li iili 3cf 88S8IB Isllli OO'r-Tr-TsM'lo'o' i in lull § ii¥ ii'iii eo :H\-T ioogT^-T i 1 i 11 : : m is i i ini fill i i jiii t» t ' t> o : ; ct-'ic'c^' iii Iii 88 i* i ; il il . \m : : :** :rH nisi i'lls'i efef^id* r^ 888888618 S'3gg'3§g§tf §11S!§§§H ini SSsgg'SeSgg !8S| : ill s's's' 181881 ss'ssgs' gggllS s's'ss's’s" 1 is iiilll : incococo : : Ml : : ! 1 iilli 1 ill i “"iP K" i ii i 1 : in ii f i 1 inn! 1 is 1 i II « !^r : o' o® i : H i i n IIs! Its | eo" o' • >o'i> : in o'c* rH -III il H inn ca'r-rnreo'N i =i l§ili! tf jSf jggggS ! !&#Sl P | II I's'f 1 ill IW 811 I 8-S3|S- ! [1 1 i II ! s §•-■ n : : : : i i it in j 8 g S? : i : §§a S3 i.|E"ISl as- 111% a'-'lf 1 1 1 M i i ; ! I Jill ! Jtlll! ffilillssl :• >• s M MS i ; : * s li| il? ! i^g| II 1 1! IfilftH " 2sS£os4z2£iSfe llllllili 19 ED illilililssll SS3 sSiiis iiiiii Table 22.— Statistics for 1887-88 of Property and Receipts of Public School Systems of (Men and Towns containing over 4,000 Inhabit 290 EDUCATION REPORT, 1887-88. •J •JB3A i j 9ip SniinQ siq^JiBAV ; ; spur.g jo-;unotnviBjOi j §31! il IS Si ;SS llsSlilB S'3°¥ |s as 8 i sf-'rfssg's'°' : : : spuog; jo a^s put? sano-g taojj P2A1308H <9 ooo : io o '■ : i : a © ©o© :ooo : i if S j i i ig j | ir y UK 1 1 fooqag isBq raoaj paBjr no sony^g £ va igg 1 i° g! si ill BSM*0!* ign : i j j-T ■ iefeo oVT :* : i : : : Reoeipts. •p3A\OJ i -jog Aauoj\j; SuipriTDxg; ‘j-B9ASuiana; i S;dl308H IBJQi «' mi ii si "urn isiisiss gs-s |g a ! ssass s'^ssag®0' : : •saoxnos •iaq^O IfB uiojj ! 3 frill ss is j§° r * p00* : : 010 : of ; 1 •S99A uoiiinx rnojg | « m “S3 ill * is 1 il is °SS lg§S2 *■ : edW i : ~ ! r-T * • i ; ; •saxyj, JeqiO AquuoQ raojg & 0000:: © : j.ii:® ©oojo©©: N ; 1 1 1 ; i [ •sexy,! xo saox^uijdojd -dy -Ap'o tno.ig © 1111 is ii 11 in iiiiisii jsrf= ja ®s las ®'®§3sg°'“' : : •S3XBX cpioraaoipiod -dvo^isuioag © 111813 is i i i ii iigiii.il «o‘i>ed is iss CO efoVT 1 SBBBBBBSBBS&BSBgBSBEBS III 1 1 1 3 S S 3 2 88*38*3 3 8‘® £^3^2 “2 S3 iss i gf ; |g |°° : i g SBi8eSeggSBSe3 18° !|"IS lg°S ° n « : : ok : i : ~ i g j gss : ^ : 8 llll*I^S«Sls° Iga jegge hi | ° : : : : : : : : i Iss IS ISSsligSIllslllsSl III! !|g§ csf r-T j i-T ^V^VcOOHBOSOc'aHHOOHN j N X O 0 ' si sse Is iiiiiiisiiigiiiiiiisii jsss a CO -O^cT jc£ O ^ O CC Cir-T^J CC x“ |«cV : : ° | |il |S Islssial ! ISSSSRgSSSSiS jSBg | ; i-Tco ; ©' icT-7efi-T« oV» : : o' c iiu 1 1 !l|j ! 1 1 m 1 1 1 ill 1 1 1 1 n I j i | n i mi^iiJNMijmmjijj! i \ 1 i ■ ! !§ : ; ! j ; i * s |1 1 mmu III Ilf Ifitiil 1 » I 8 ii mis iiiiiiiiiiiisgsssssssiisii i ♦Statistics of 1 HAG -87. b The Items here given nro not strictly accurate on account of tho existence, in the printed report ©Includes $1,010 for superintendent. from which they aro taken, of a number of errors, presumably typographical. Table 23 —Statistics for 1887-88 of Expenditures of Public School Systems of Cities and Towns containing over 4,000 Inhabitants. 292 EDUCATION KEFOKT, 1887-88. MBS X. 0*3*1 oj piBA\.io i p«»uaBO ,unc>cuY 30 M 1 i ! !§I°S i \m !* 11 sin -* s i tfi. ** *SS3U -pajqspuj pap nog no ptBg «=< M Mb Si i Nil; i i : : : : : : : : i i : i : : s : l : \ \ \ : : : : : : : i* Expenditures of School Moneys. •siooq >s joj ajnjipuaaxg ibjox i Is \$m § ■ nsm is g jrf isKsa 3 S3" •pajuapic ui ibjox 1 M lists 1 11 Ills is i\ \ « ! {<*' i-' i i : i : 3 1 •sasusdxg ^uajano aaq;o nv m 1 Is j ls*8 S \° 1° Is il s| n $ |i| j •sssupa^qap -uj uo jsaaajui « 1 !« ! l°s ! 1 S° 1° li n e£ j : j j j j I : j : ” . : : : : : : : : : •siidng jo asg j o j panddnS sqoog iooqos S\ !° 1 ! L® i i 1 jo jo jo jg :::::: : : : : : : : : * : : i i i = i • : : • * •siq“lT PUB IanJ 1 1® lr§s i ii bit is "1 l i i • l •oja ‘saojiuBf* lSJ32u3Ssajc ‘sqjaio ‘spxcog looqosjosaaoigo 3 i Is irsi i ii iiis is s 1 ! 1 " :® ! § -.3 1 •uotjitii I«0OJi © Ill 18189 1 18 jiii si mhh :oa eo'eo'io oo" * c S2.000 50 0 '"2" ooo' 25 1,200 1,500 (8 1,800 0 "2,'iob" 1,350 1,000 3,150 600 1 & ■juauBiaasg tbjox 1°§ 18*81 i II j ill Is g " |« 23 1 S3 j j ;« 8™ •SXfBd -ajl juauscaiag 8° j !8°88 j 8° N IS £8 4 if r 1 “ til r •snjBjBddY pas sauBjqiq * g° i ia°s i s 1° !° is s° H i Mi fev 'axniiuang * e? 1° 1 :S°li *■ : | 1 Ii 1° Il IS ! j : : t-'of *sSui -Pling puu sons « s°i ins I - K S2 g° 1° Il 1 1 s I irf a i : : City or Town. w ALABAMA. Birmingham . Eufaula . l.ively . Mobile . Montgomery . Selma . Talladega . Tuscaloosa . ARIZONA. nmi . n \ i mu Ui 1 s nm ii 1 * Mm ° ji ^ec^^co « sssssa 25 CITY COMMON SCHOOL STATISTICS. § !§s§li33 w" : eooT c-fV i \s eo io : *iBKmi-8i!8i«aiiirr n r ill f " ! 13 i - 1 ! m 1 s ! i :®o : : : II! II! Ml !! in i i 1° i ! Hioo§° i il iir I m m II-' ili-hi MU* * llli* i IE8S28IS 633 B638383 !3aS68«SB3SE 1 ii 1 111 fc8|JgSSSS S38 fcSS^SSS |2ggfss^«^5v’s 1 IS :: 1°°' i ’ III! HIBSiBB §§i iiisisi in i 1 lugis Ii i i iss ! S2$o2'_,eo~''' cf «* of -T co' -T :sf-*T : : : -T cf «' ;_T ; : j cc tN : =1111 ! Is in ISS1S il i§ 1 ills 1 ig°8 i \rm -jv*-v\4 i ! II r- : r-Tefeo :oo : : :cc : : : : : : : : m m : : : : : : in :ot> i : i i© : : : : © ioc : : cs o : o © : : : : :oo : III 1:11 |§ I is§ jl i | | | |S | : : : : : : : :« : :^r :_T : : : : :c f : : : : : : : : : : : • : : : : : : © = =©©::; aU3 m : : * : : ill m § i iB°g i i° in is !“i° |[ir !*l M Ml M ! M I l 1 gg§r ii I in sign ii iiisiiinssi i l lisi i ; ; rs who h j2 :hw ’x-Tcd t-x r-T • : ; co • 1 5 : : : : : 888*8 !g 1 is I Ss Ills 1 Ills 1 il!§!° 1 1 1 Ills i Srf|“f j" { icf I v S Ii Mis"" Hi! ! 88888683 ■ 822 rx CO^ SiSgllS Ism 18168388 Nil! g§'gS'3SS'=r 8S'S'°'sa“g" is^s® igs-'s0'00'0' : : : : • : 11688613 N®H nmm Ibebssssesssb Ibssss i—i i—i SSS-mg !S'S3*Sg3®2“>'®,=r : : mu ir °I1 S8I3S68 iiill 1112 Is is I=°1S§ r efef cf i-i : cf |eo j j ; Sllilsls ii i mil ii In I i Iiiii° ii i 1 In 1 «Mg03®:5 « cf cf cf i— r r— T :© icf i i :-hco -T iio : : |r-Tcf : • ! : i10 : = : : : IsSl-sE 1 1 ! i : ; is l : : nisi is 111 1 limri M§ In! - is !-r 1 !«*g* " - M i : : : : : : : : l°sa-°“ 1 1 ii i : : : : S5S*a | N J lll|Si°" j ]splg IsSlIiS 1 - - 1 Hi :• : l l il Mil; ;°i Mini r | i 1 1§ ji | " M Ml Mi i : M is ; ! gsmi is co cf wfcf ": co ” “ i ill : 5 = s I is° 1 1 i°° I Urn i° 1 ! Iii hi -j| m lih" i Mihtfi j 1 * Uljjjj! | i ! i'l^J o*l § nmm m . mm i i i i j . : : ■'H : : ; : : 6 « ; \§ !-s ! *8 S 5 §.c>>~!=.0=-=^ I llllljilli nil!! .in a j a a §1 i 11.1 >13 _:2% - s a g 9 v =>.= a a 293 I So v "S « Table 23. Statistics for 1887-88 of Expenditures of Public School Systems of Cities and Towns containing over 4,000 Inlwbiiants — Continued. 1 EDTJCi qj P.tbaSlJOjJ pai.u'BQ xu noray LTIO r N REPORT, 1887-88. ° § O CN OS rH CO cf r-4 HH (M 88 ' CO rH ■ssau -pajqapui papuoo; uo piex i* j j o o o • | Expenditures of School Moneys. •siooqog aoj oan^tpuadxa x^X © r •hk : : w : : £ j i «. : : 6,471 108, 332 * 800, 232 3,453 3,705 Ts § 3 ’3 a qB^UOpiOUJ iejOX «5 CM jo i ^ so i s oo q oo : o a coo co m : o CO so Cft ; rH HO J3 • H •sasnadsg; ^uojjuo aaqjo xiy H M l : : io co : o>oo o rH u5 : CN O “H CN ; SO co : •ssaupajqsp -U I U O !|S9.ia^UI W H • 2 ® : c» o • o CD ir-T of : ; : o ° : 'gjidn^j jo ©sfi aoj psixddng S3ioo a’ xooqog es H : oo J :m i •e# ; : : oc oo : o' gfe | ^jT : © | •sjqSiqr pin? jonj LO LO to IQ rH 00 ^ '■H & ■ n co : ira 3 17 : eo : © co >o to •oja ‘saojiuep ‘S J O -o U 3 8 S 9J>j ‘s^aio ‘spjreoa Xooqogjosrsoyjo CC CM O ooo tra I* - lo Q : wooo O SO : LOO LO coi> • co io co fl a '3 H •uoxjtux moi & x> © : o 'S.T3 -qouax J° saiaeieg 1> C> rH 00C5 SO • rH 00 t> goo' HjO ^Tr£ too of to ■Oja lSJU9pU9JUI -aodng jo sataexeg ! *• Ob © oo . o o : oo o co : o io : Cl lO oo CO ‘to TP : _r •* 33 a tt» , G ® a eg a 3 Ah •^uaunuiraa X^IOX . LO oo o SO SO rH CO 08 rp ■ * C5 (N : Q ion : o CN rH : ^ S : SO i TP •saved -o a !juoueuia9a j « 1 i i§ 3 05 SO t> oo H : q : s os : 3 •snjeaeddy J pue soiaeaqi'i j * 1 i s ; : o o ; g o 1 1 •aanjiuana j 1 O CO IO $ o' o 8° rH 00 CO SO* LO CN *sgut -Plina pue sajig « I ^ ^ o o : o £ o o co o o : c-) 5? S-th io io : o> ®J, eo eo" of : eo i> CO City or Town. iH CONNECTICUT— continued. Torrington . Wallingford . DAKOTA. Fargo . Sioux Falls . DELAWARE. New Castle . Wilmington . DISTRICT OF CO¬ LUMBIA. Washington . FLORIDA. Gainesville . Key West* . J e8 Ah d 0 o C3 CO a o Ah . ' I 1 ic«o i-- oo oo r-t ciM-mio IO 1C IO IO 1C O CO CO CO CO o CITY COMMON SCHOOL STATISTICS. 295 r°§§§ » io i s : : I III I : : : : : l ■■ -LLLL SHSHSS Si jist |l §3i m \t nits jaisssiiiiis rssi j* \m;n ^rfea : : co « o' — i : Vef of cc of w i» of ci : ciourf :ef : <— to ■v !l ii M I i°i ill ii ini j ! ii§° in ii i : ao Vrf i j : I : : : eo : kTps" : of ' » eo : : : i”* : : : : :©'o- ; « ; : •: i : : S i°? :ge . 5 : c: :it- rf ! i“v '3. aia lEiiBsissi iaaasas ia§§a mm \ bTefoo :rfHNN>'oo^ ^'onVm j^'cicfcf :(»<* V : _ _ 1 8SIS8 1 eWeT* c»" . « ss m isaaas ass ii 1 jgasgs® isaaaa* mm Is 1 s M jo oo i-T -T jrf j j g««eo | j jco : : : : : : : © : : : : : fisiS 1 || : cr. 0 1- : : Xi >» ■ » i i i i ■ m iiss is in iaaaaaaass iasiaaissssissaas j- - i-« 3--- pn h i - - Iis Iis J : ac ^ 3 § | it li ii in !ii§§ie§iiiiii§s*i8S8aaiaiii isiiii 1! : 1 j |cf of Cl |C0 rf tfcfNO rf ofr-< cf 1-T nr! Cl 1— ! cf—1 : n(S«S C > : : : : : <-« C s§ liiisi in isisiiisie iasassssaisiaisaa ! ^ jgfss^s §'«'§; irs^psr ; j IlliSI 3* S‘*35*SS || 11 iiiiii in iiaimssi igsisiisiisiaisis »«f :»'moqo :aVx'cVssNr :rfisi>5c«ff'^^od'c»OT?-eooico iielSi ll SPSS'S* 1° !! ii In in in liiiiiiiigiiiiiiiiiiiiii liiiiiiiii fi r-Trf jefrf 1— Too ofr-Tcf •rH-Tr-Trfo'pfcfrf rfcT-T-VT -Tr-Trf j rfr-Tcf rf rfrf '*« O ® »i linn s§§ lisisssai® isiiiit km im§i won i* «* is* «*“ ;2-3 |-"S*S iss «* \- “S3 | . i* ii II iS III liiiSsSilgi lists IlglliSI III! Is ISIS U [ p | K - - j *-«« | - p — j j li li 1 Isi m 1 in li 1 1 11 in in !§®sss8 i in Is3 iis II MU 1 II U n? m l 1 II 1 l =! 1 1 it isi m mm ii^ 1 ii§i li®ii° is isiaai iss isi | 1 1 M i - & 1 i ! 1 - M " II 1 si lisiii isi is li is Iis Ism Iss lir li lir li «- ;® ^ :a 1® is is'0" i M :nw M ; ; : : : ! : : : : ii ills .1 ■ i r'ss || III It! 1 1 1 1 !1! 1 1 III u i 1 1 III III ill 1 III III 1 jjljJIU ! ljMl|jljWyj!«li]W|iM I pllUsi a Hill ill III114I fill lilillll i liJ S3= “ 0 J 0% - = a 5 S3 2 $ 2ss 2 - :S •: :S : K!l! : i : = mi i •sjqSn; pins xanj H §3 II S " ii ii isi ;r-T jr-T Ills! Is •» rH* |r7 : : : l !!!! V § 3 •9J9 ‘S.TOqnBf ‘SJ9SU9SS9K lsqj9{Q ‘spjBog Xooqogjo si90ipo © II II S it l9S5SS8€gS if rH ; -H CO%H* r-T \rf : ^ : |p; 0 g •noxjinx IBjox A §13 si -v »■» ii isaggiiins is i 1 i ii 1 i is i : : : : : : 1 'C ! I 1 •SJ9 -q9«9XJOS9TI'BX«S X Ss IS s'»' 38 laggings ii * s is is : ^ 10 : : : i is i i |s ; •oj9 ‘sjnapnajm -I9dng JO S9IXT?X'8g *» II II s~' - 1,125 1,485 i,600 3.300 2.500 1,450 1.500 8,050 1.300 1,400 (If 1,860 : : o : : ig i iKi •jngunnuodx^OvL £ a ! g ! 3 ! » 1 (ft ‘ : ii ii ii ii jr-T :« j 13388 1 ! i s I • l till MM •sired ■eg juau-Baxjgd ill! Sj * | : : il Nig j* 1838111 !-!?!-! i | ; i : : : : : : : : ■ : : : : Mil * c •snjBreddy PUB S9lJBjqiT[ 1 ! ! 1 S' 1 i i is is Ii inns i i i r i i m in ill ill •oinjinand M S] Ij : : is 1 Hal! i nr! I?-Hs 1 1 1 m Mi Mi •eSnt -Pling pnn sajis « ii i-l S| “ ! : : : : : us : m : : : i !§ ig i i Hr Ni i i is i ! i i :!W!!i! ill : : : City or Town. IF g u i i 1 til 1 5 •5’S 0 £5 3 1-1 t iru Anderson . Columbus . Crawfords vi lie . Elkhart . Evansville . Fort Wayne . Goshen . Greencastle . Indianapolis . Jeffersonville . Kokomo . La Porte . Lawrenceburg . Logansport.. . Michigan City . Mount Vernon . Muncie* . New Albany . =3 S3 sssSSSaaaassSSSSsS CITY COMMON SCHOOL STATISTICS. 297 S§ 1838 1 ill as i-'sa it" § m iissssa issii n i § i *• Mg ISfcS-04- j ” 1 |88*8S83|SI j ii i ir i i S i MK mi 1 1 ii 1 1 ii in ! I Mi i ii ° ! mrmismmmn i 1 i i ils 1§ il i mmi=r il i388 1 iKS gSsllsalll! 1 IE83338 i 1 llllsllalig ! as lass 1 iss : : : i jss'&ssfs" s j : : i 885SS^!2g§ S00' j ii mi 1 las 8311 IlslSSS 1 |l |88Ei H| 1 II IIE8I38 1 1 jo jrooo" : :nh i i ; 1 eo«Ve| i cf gs ri eo" co : : o -to hu'oto" 1-1 • N ill i : In o'occmoN | : Ml M M is ! iis I m 1 jgg 1188831 ill |I8 !l 33 S M 1888388 Is ■§ : a :ef • s.efrf i I I I I ■ co'th'oo'i-T to' • : o : n i§ 1 r 1 : : 2 : : : M M i •ejqSn pu-s ianj & wf 81, ioo 440 1,174 3, 177 2,385 725 88338 18886 i— r* ir-T ll M V S3 O a •aja ‘sioqunp ‘e jaSuessaji ‘sqjaio ‘sp-TBoa Xooqogjo sjaaqjo © T“l puis 1 1 720 3,380 375 300 1,000 "2,94l' 747 600 150 Is la 1 0 •«°9PX I'BJOX © 681191 g»3S3?a fill 131388 **** igass” jS F j d .2 •sja -qonaxjosai.reo’s QB 89, 826 8, 000 10, 160 48, 259 32,908 11,040 1SI1 186388 i8 jgssHs" |s •o^a ‘ejuapuajui -aadngjossi-tBxng fc. 81,550 1,000 1.500 2. 500 1,800 1.500 1, 500 1, 800 1,000 1,300 ” 7, 560 1,600 1,700 1,500 1,250 ooo ' quauunuaa injoj, © § lull in i.lssss S i ssH Ks i is “a j ii H •eiind ■351 luaunauaa | S 111! : : ill 1 III If ! ;* Ms j 1 : • : ll i f j •Biijn-inddy pun satan-iqia * s | |s i j : : : : r ! 1° 1 1 ! las 1 li M i 1 is : £ •ainqu-ina 99 | isii ! *i *rfi Mi 1 mu 1 IhHri ll *sSui -Plina put' sajtg e$ Nin Ml Mg |g| 1 |2 | |5 |rfSf j II City or Town. p< KANSAS— cont’d. Ottawa . Parsons* . Salina . Topeka . Wichita . Winfield . KENTUCKY. Bowling- Green.... Covington . Dayton . Hopkinsville* . Lexington* . Louisville . Newport . Owensborough. ... Paducah . Paris . LOUISIANA. Baton Rouge... . New Orleans . HHHHHH HHHHHHHrlrlH HH CITY COMMON SCHOOL STATISTICS. 299 jo000 j \% \ ]° I 1 j ! s : : : : 1 ! i§° : • i8iiir'ii*r it I r i§ ! ill ! “ M ; i i“ 1 :o : : i : ilmmn ;m I io 1 1 : : l ! ! ill 1 ! ! it !§ 1 ! ! j l : : : :* : : : : : : £ i j Jfi on:,. : :::::::: : : : : : : : : : : : : : : : : : : : sssisb mm i is 5 s' 5 2 ft 2 :*=!? S3 j IS : : : in r* isillSgSlIlglliSs 18868 Sss's'ss's's'|3'SS|Ss's' issSs Mi MSS ! M j p j jg-r j j j i : : : : : : : in g" § IS 18888888 1883886888 o' -cf : !N t«' rf cS ' r-* :CjctSao«eo"t-3eo'o' *.5-2 fc? III! I1JS =||s 1 MM Is!!! : ; i : i i i in 8 § lassasasss l Issiisssi £ t.'NaVKx'N : — g oV.no ~ j" H § : ^ c- o 1 1 1 1 ! Ilfs 111? mi •S 818118 m 118886 -T -T : :*f rH : n= !!l°ir=ii! Illsllill 1 « -r OHM jroef eT r-T : la Isis In i§i i li i» \~»- i jif j la 1 li § I i iiiiiii i igiri li is of : I : ;o^' ;ac It I In it 1 iisiii ■r *- : -V : : : : : i : : : : : : IP : : 1 1 1 1318318 1 1863°8 1 1 ll im rfi ir m Si 1! n 2 II m 18 ! i IS !®° I IS Sill m ! M ir m ! !§°s Is i Hi !°§ ms : : : : : : : l : : : : l : 1:1:: : l i : : ! Ill is mi i m m i i MM! i if 1 af 1 1 1 Ill°=g 1 1 1813® 1 ll ll III; $ i i i j ;« | M g1|| £ Mg i Hi irsii \ \ K ! : ! if £ 53 : : : l l : : 3 ll s'! : i Mil !oog°lli ir r li li ef j | !>' ) g ! j» 1“ j js 1= |lt| ^ = ilC i ! M J i 1 i !]! = = = ! 1 Sii!mM!!!!si g : : i : : :* • c:fc 2 1 = : i’g : : = § < C J ^ IP = tfS g® = § :■ > 2 S ggc :*5 c = s-= * S-3 : m e iu s m § ill * 111 e immmmmmjiiiifi i nmmimwm 1 i Willi! Ip !|i!U! !!!!! i mmmmmmm im * o ssssssasassssss o2n 03 tNC* iS3SSSS68aii8a8Sfia§s§ Table 23. — Statistics for 1887-88 of Expenditures of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 300 EDUCATION REPOST, 1887 88. oj p.iBA\.jog p9i.t.iB3 junouiy 00 bn 1° jPgt000gl000000 j°! ig° r i r ill ‘SS9U -pajqapux papuog uo piBg i* io i : : : i : : : : 1© : :© : : : :© : : : s i tnimlii !! It!! III! Expenditures of School Moneys. •spoqos aoj a-injipuadxg; ibjoj. m 88883188883818138 1318186 -ff S'S S'S S S §SW8 1; S § 5 j §§ sf; S3 5°*' 3 S '3 •[Bjuapiouj ibjoj. ■N ! ! 88SS3S388888 ISSSSSilS 183 g-^reCBfeoeffjHNgpioffo* io§MV«o o igllssslgl rd rtn®d liiiiiigiis jssBss is jins eo'o'n -V ic cm' t> ed j r-T ed : . cc— To" : :© : : : i : : : : : : : : : : • : I 1 l I ' s : : : : i m mmn mi nm :© : ; :1 i IBS iSaSllBSSsBlSSESgSgiSSl •» rfcf « _r«„- «cf «s -o 1111 ills ci : ~-N la (N ed 8 I i is® I 1 II i SlllsllIlillllSSaillll jSSiaS jlll ed tdrd r-i r-T jb : : ill !8883 8 ii :§ i»o of© ION of [to t'T oV : j ; -i : © of i ^ of cT mi In im 111 ini Ir lel 1 1 ii 1 1 iljir 1 :© i ri§»- IS- s : s s : : : : m j : : co : : : : : : ei : : : : :r-T ; i ; : ; 1 1 ins in Ini 888 6863118 ms 1 1 18388886 i IS jgSiS iss * : jofoo jo oof j : K-spss- s' as in? li i list S2S 8881886 lllll | \ms m I Is cowV'eT ;» : jr-T of eoeoef co t-7 i>cfeo of co r-T co : i ! i-'-'g'S i“ io :qo : o : : ssg -ss 5 i : * M ! jj :®® : :© :«o 1 i! r •sxxdnj jo asfi jtoj paiiddns sqoog’ x o o qog e* :® ioo : o : : 1 i : 1 i Ms! j i m ;ii§~s j « j * m •sxqSig puB fang H m lgi i 3E i M ! - i i ESI 18513 : r-Tr-T ieoeXcf ^ = 1 •9}9 ‘SJO}IUBp ‘BJ9.aU9SS9JV[ ‘sqaaio ‘spxeog Xooqosjo SJ90IJX0 © is in i li s- irfs i ! i S°ls§g|g= j r-T CON C3 o '3 •Hoping, xbjoj, © mn i § ii isi issue gsssg | * ;s : : : 'SI9 -qOB9XJOS9XXBXBS a $14,089 9,428 9, 629 33,097 157,082 6,101 . 16"550' 7,465 20, 691 17, 504 9, 227 ,628) 24, 307 17,026 12,416 7, 122 •0}9 ‘ejuapuajut -jadng jo S9IXBXBS *» iiiii 1 1 1° i§i rug i HHHHM i ci : jr-Tr-T j r-T j a © c cS a u © Ah •juauBuwag ib}0£ Ills! 1 s|| Hr iS-slEE 5 * rH-HW \^-'n •SIIBd - 9 3 JU9UBU3I9J; r r 1 - 8' r i 0 illlMllg -M •snjBJBddy puB saiJBjqiT; * $20 0 . ioo' 0 50 303 281 205 0 150 . 388" 72 •9.m}tnjng M r ill i ° ii S Si i !° Mi i ii ii •sSm -pXing pun Sajis suss i °r i° iiii s° ss"3§ ! j 1 ; ; City or Town. * NEBRASKA— COn . Grand Island . . Hastings . Kearney . Lincoln . Omaha . Plattsmouth.. . . NEVADA. Carson City . Gold Hill . Virginia City . NEW HAMPSHIRE. Claremont . Concord . Dover . Keene" . Manchester . Nashua . Portsmouth . Rochester . Somersworth . ISIHS ESS ESEES8S88 CITY COMMON SCHOOL STATISTICS. 305 ii ii ii \*n mmeon ;5=e a Is' 1 ; *-'rf is* ~'s' i'-'s-1 : : : : : S3SSS il;'0lllirssi ! s-2-o-rfV ^-cf V V«V | °°li !! Ml I ii !i ! i i°°f ! M i efo : : \ :« : iei- ieo : : : w : ! : : : : : : : : : : : : : : : °°ii i° i i°s§ in ! ii° 1 “” ! i ! vr"!H i zmu is isiiiissieniBsi sfe'se^a ;ass'='s|s3'|sssa's'!3 : : Se8E3SS38»&MSSM I § issigs^Jss0*^*^’ j Sill iS183iilSSSESB86ES88 ccc-V • © cc «Tco co -Cco ~ co t^*c* »-• io o ^ 1—4 • CO »— » © d rH : ipiissesisiiiiis i = -i x ^ x -r s'eo n rTw'o t^'n n • ” j Ills i IS2 iggBl§?ISi8S§l2s i>'^' *; :^r •; r^eo^TefcCrs o" ill S § iaigsnngm iisisi ! » j- "-'««• ! • = • i°n ! i i ! i liiss i i n§ m j 1 o' 1 i M 1 1 »;;! jcf ; ; ; j : H :::::: • : : : : : : : ° ill !!!!!!! ill !! !° i : ::::::: : : : : : : i i l l5!S5ii28§ isssiisgssisis n -T ; V co i4 : rH 1 Is igl !!*«!! 1° igi= 1 n j j x i j : : : i : : : £ : : : : : : : ISIsI jlS8ISII3lslll8!!iI i-Toi-T rf SIEgSiSZSEiSlllSll 1 o' n" ci"r-T r— T rf : IllllllllllgSIIIIIISSISI CJ — " CO Oi r-1 riiOr-i oCrHi-ioT K CO IggSllgliSsIligSII 1 »' »--gs 1 iilgllgliilgISgISillllSi : IlsgiagllgSslIgglil g®g-o„-||«^§3-,=,- oS'=?-2-cr3- IllislIlsallSIsSSIIIIISI °ras’5ocrs’*s ss a“ ssss'sa as “'ss llsgllel §§g lllllll g'*-'3,-'§SS= S*”' IS,°'5r3'®S r | i isl8®°l !°ll !§§gS°§m ! • « : :-'ss'co nh : 11111381^11 lllllll — reC j i-Tr-Tr-Tr-Ti— Tj—T is is isiiiiis iisgsisiiii i jo :-To" o -m" j mum isSiiisii l i 8e,*‘3rH'a|s'cf ; ; 11 js ins liis iiiia„gin j n'n : o' : o' : — ’ in r-T : : : : : : : 11181 18 iiil !I8I§° cf « ^j'-T iso^rn jca1 ijgflj M iJfi ML S o • *:j3 O J- > a "5 - : : : : = -' : : :^1 1 I 111! S 1! Ill 1 1 si I iS3-§Hl- Uli inn i mj liiSi!! jijy s |||IIl||lIIi|iIl!|| g I 1 I 1 3 I ■ >» I s*l .c^-S *5 = ^ 81=3 IDS Uli • 3 o o 20 ED Table 23. — Statistics for 1887-88 of Expenditures of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 306 EDUCATION REPORT, 1887-88. oj pibavjo^ paiJjBQ junotoy (JO H !°lSlll!!Si8iIS8ESS 11 ialfJ d d GC d r-T d d d d cfod do jo : ddd -SS9U -pajaapuj papuag uo piB«i 0 0 S3, 500 3,500 0 0 5,000 800 0 2,800 0 1,000 0 0 0 0 1, 000 0 2, 000 0 0 " '3,000’ 0 Expenditures of School Moneys. •sxooqog jot ajniipuadxg; x^jox * i 3S83S93E3S9I5BSlS3S5BSsSiS& d Incidental. 'luxuapiauj xbjox yfi W4 sillllSlIlllSlIglss llliiii dddcoddodeoddeodd isfdddd : l'-' d d CO d 00 H i*H •sasuadxg XU9.i.mo J9tno nv HHH r-T HHOOHN rH ^CO ^ •ssaupajqap -nj uo XS9.19JUI W *4 oo§roirs°rooor i iis= Is* a " ” II"; •siidnd; jo asfi joj p 9 1 [ ddns s :500a i o oqog 2 goo„|oggo°ogoogooo ; ag|gog - j~ r •sjqSin; pun tan^ H llsgSl§la§lslISIs5Ss.slillS m d d d HHrt w gtoddd •OJ9 ‘SJOJIUBJ* ‘s J9Su9SS9J\X ‘S3[J9I0 ‘sp.iuoa icotps JO SJ90S5O © lllSlll!gS|ililll§lg33|l§| Tuition. •aoijTnx l«!OX 54 8i8$S3S82iB&3S2S§£88gSS ill t~ 0 d d ■ dd 0 0 0 0 d d g, » do oc 0 0 d | d : d d d j *SJ9 -q9B9XJO S9TJB1BS 9D i sesa88398sssisa&sB8ss m B :Se3 1 5 j •9J9 ‘sjuapusjux -aodng jo satj'Bx'Bg - igoiiiriiiin§ i!°!°!ii in d HHHd dHHHHHH j d dffld jdd d c © § 1 i •JU9UBUIJ9a XB1°X rigi!iggisisiig§si i iiissi .deo dd oVdoodo ddco : : d*dioo - : :S •SJiud -aa JU9UBXUJ9a risniiisgiiigi°ii^ inisi * dco d dddd dS. jddddd •snjBiBddy pun ssiJBjqiT; ScS8°|8S15|||0|gS8g|S j fill " 6 i|» r •ajnjiujna 55 ==llol=|3|s|g!lg|S|„ {Msses •sSui -PIina sajxg « = o = oo = ooo|r ;g|OC.O jg {ggggg jvw !ss 1# -a- : : i®* City or Town. r4 1 NEW YORK— COn. Green Island . Herkimer . Hoosiok Falls . Hornellsville . Hudson . Ilion . Ithaca . Jamaica . . . Jamestown . Johnstown . Kingston . Lansingburg . Little Falls . Lockport . Long island City. Lyons . Malone . Medina . Middletown* . Mount Vernon . New Kochelle . New York . Newburg . Ogdensburg* . Olean . Oswego . 1 1 CITY COMMON SCHOOL STATISTICS. 307 1 isHSI8S6S83l! 18°*® ; '''Ss'-g's's'g" i“ 3 i8 of io' n 1*13 1 : : : : : 1 1 1 1 ! ISSSSSSS^l i§ rfcT K K ° m i 1° 1 !8I il°° ! °I° :«o*T : : i iri^f jri j ri i : : : : : : in :*fio : mm mm || oo=|°oo° j c'si' ri ci : : si S5sii8iissi8ii mn a»sftgggass‘g|'»'® !ss3s 1 is s is : l§ Its | • so j 00 pjT : : j’-' : ig i§§siigi§8 it ns !saa'ss|a'|| is i iggsieisiisii mn eo" : co esfw o ri :o>ri o' 816 eo'riuo" m\ : : • : ill : gg m i Pill it gio : fi ci n icigico 0 eg" :eo iiiiisiisie=gi ii ri ri ofeoeocii-iui i-" :«T : of § Is Mill : ml: |g jS-lSSSSiS ii rise' ;co c-f oar sfetr" : of O : : o» : o o :co«:o : o : : © © © ip; i “s ! i r : : : : : : : 111 : =0 : ; ; ■ 1 m 1 : : : : : §g iio=i=o m\\ cT : i-T : :^cf ; | : : :H : : ° hi hi i==ci rgr°i : : ri : ci : i : in :o : : : : i Mil ! [III ^co jooo ig|g|8 j j 1 i ^ ^ 1 1 IllliiaisllS jilSSiS H rl’c io' H OJ : : -WIO Oi in of ii:::: is In Issisgji of -i : icT oro" -ri = f ; ” : :::::: : :::::: llslllglslel II88SSI ri — 'of ©ri of o : o is ri m CO ;g }|! { : : : : : is i§ « -ri ; 8886886828861881838 a t-'a » ; s = g s' s ‘ “"a 3 L* ■* = s *- *fa SIS cT-o'ift ii iss i K |=rf | 11 igsassssssss 0= ;«-o.-*gg|S-||g-c- 1 llllslllll 183131 S^S“3S'g?SarSV„"SS°‘t-'3 1 " "I SIE ao'o'-r Is Iss I |of is'-r I : : : 11 I6I88S8ISS ii «x |«f °&l illlllll|£|lll°l ri iririoiriri ricf rtSNH ri l°l ' ri CO ii in i : ri :-i • : : : 11 iiiiiiiiii ii g 1*11111111111 illll CS©rJ 3 §5 ■ - §f M III i i : j»ri j 11 Sss illsll it go p iiiiiiiiiismsiiB n ri iriri rilO ofri of t> riof of ri 1 i ! :nn i = • -:"'g i III -r 1 III 1 11 ir° hugs li I §«s8'j : : : i iSllllSI§spss||gs l-T | riri S°i ri -inm §i i=pe ii ]sij ii ; m 1 ! 111* 111 igass h§6§8 i i : «■ :ri ri : ri j : : : : : 1*3 : r 1 1 1§ j | is m= i°s in i I- riof : 1 ® j 1 1 i in ini in hir ii ”■ i ;-s is- ja¥ j 3* j“ : : : : : j 0 p ! : 0 r ! s iiigii 11 KM s i hug's isS° i * ; j ->-§ § j|3 j 1 ! i i ! ! i lai ! m !!! ! i U#Jf ! ! Ui ! i U= ajUiKiyill'l! IlilHIiSlIllMlIi ■a U i 1 is i || lie iiiji i mm 1 mi i I UZ&& imiMimm ::: 1 0 M i::::: : 2 iUiliiiiSJJh § -:y2§S*e:85^S| = § ^ Vao gsBisssnnns isa is “e's'srfsfasfavs'5W is” Is ca : : : : : ssenii S5SS2S 2 | |a 3 islillllS j§§ ~ :gjKSio‘gt>reo»o‘eo' : o o' ill “S'"' ilSIillllgSilS III jg i g’goceo^coereio'efNcieiw jcTri : V : ^ : : i ISgggSil -o' = 3. Hri 1-1 -.j -r-a s ilium® Isi o' j -rc?e« j^'icT 111 asssassssssssa In li 1 srf- «* a - h‘ =" i : : ; iisrsi! Vo V|S r U ^ © : iMOOgon j jo : I! ** IK! |n ls£l|gelll I ls§ ii 1 1 1 1 s** ->• n i m Is Niig : a | ! :g°g!3g£§ 1 1 j j|H ” ^ ! 1 1 jo© : : © © © © jicoooNN i f g jao : j : i ** r1-1 «?::■?; : : : : : J:::::! : ::::::: | |S8°Sfl|g 1 1 ITS ill 1 1 IS « : • ws^'ci • : : : : : : ggs cf gill insgiisii m is is82*i ~%iri : r-T w : : : c ieo ei : : : : , ^ s 1 ism §gg i ig ei : -ei i>r-i r-T : :vi pi fsSligsIHsiSls III ll 1 i-Tcfooi-Tcf rt-T T-Trt-H : • ; : : : isiggi m ! Vo o || i lisniiii Isi s |ssa'ss°'3s jss : : 888 isiiiiiiiiisii In iassnss » P 3'o'8“s"“o',>"s'0't''so;'a' =a“ ic'r“ss'sv's‘ 1 =| M 1 is s it SSSI8BS ias s ig'8'sss**:s las : : 88 IO r-4 | §388 issnsssg III Is I o «g omicc-'c i : o kO . cs : 8 ■ • »i?a •H S| . § iSSSISHS 111 © “II w%-r ISII£IIIIII 1 ll III 1 ll Cfririri rir-Triri r-T j i j r-T j j liiliil 111 "^t.ils 1 1 Insii l In ei j -ei reoi® j 13S • cTt-r gsnsggsiggsss Iss ii! o'lsgci lacfcr ricT ti : — T : ri ; !||S5§I|P| 1 oe CO ciriM J o ft °nioiiiin°§ : irH ,-Tciei | j ci £- °IIS!°liSI 111 IIS ll «f«f ; i-r ;-r ISBSSSlilll : ciri V i$oir II I \ ice S=°g ! i®§® !S ! j§ m j | :|8° i to n I n mm © • : : : ii°i°ir i°i : -i ri : : : Isi jefri srlisr^g igigii ! «■!!!! cr; • - - _■ 570 684 788 980 480 s i i imi i= in lUs! r- III ;o'o iSS° ISIS® iS*i§ HI ! g'Vg loVV i jo (hi ! - ; : : : : : : © :o©o : IS : 2 • : :M' : of ! : ■ • i ^ ! ! gun D ! : a ■ • *3 v ‘ '■ ^ m «».o in i itiihmiuuiUiUiimllll i I g biniiijjliilliiiuiiiy^iii © 53 d z* ill 8 3^1 ■i =-3 SUHIBBSSS88 111 SSSi3S32SSS338sSISSiSS8S3 Table 23. —Statistics for 1887-88 of Expenditures of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 310 EDUCATION REPORT, 1887-88. / o% piBAiJO.il P9FJ133 'pmotny X «■ ill IS 1 ISSBSS8 ISSSSSSgf jgg » ;-o' • ieoic rt : — ' o' ! o- * : : 1-1 : 3 £ : -pgjqgpuj papuog; no pinj s> ii iii i icmr i m \ iii°i ii gvr 1 ! c---r : i«r» : \~g ~ ;a* • • : : • r* - Expenditures of School Moneys. •siooqos JOj ojnppuadxg; iTqoj, §!i!S illllsSIgSEIlilillll g'2 g 8g i S^S8w^a^S^ffc'|aS“ §8 i « i S I •XGJUOpiOUX IBJOi OB SSI Si ! illeslli ilgiisSlIIS |hV :eo : ;xVr.nresoM* j »VhV^»V«'«&V : : : : ^ ^ ■sostisdxg; XuajjnQ J8i[}o xiv * & in Ii i lisssis i mumm "■ ? i ; !*•» •» I M ST § • • ; = ■ •sssupaxqop •uj uo j39J9jui « puis isrsn in It? iisisii ** cf^' jef r-Tr-t : r-T : cf •spdnj; jo 9Sji joj peixddng qooj' jooqag !iss°rh°s i° • — ■ • • os : of r- i -■j' : • ■ 1-1 : = : ^ . ? •sjqSn; pun xon^ si-sSg iiiiiii^iisisiiiiiss i - - 1 - S s •OJ9 “SJOJIUBf ‘SJ9Su9S3 9JVr ‘331.19X0 ‘sp.tsog looqog jo sjooiTjo e lisisigisiiis immmim — of OTrt «f r-T Si-Tofr-T ^ ID r-Tof 1 s 3 EH •aotjini xBl°i ; Si llsSIsillllllPIII illllll co x> j£ go m woe g — © tji o'© o'o'o t>o; : © eoo» is cTg •SJ9 -q9B9XJOS3IJG[Gg . ii iiiiiiiiiiiiiiiEiiiiii of© TjjjMeNC ac co'o" cTioco ^ lo cc'gc os' o oo t> c: o ! uo "OJ9 ‘SJU9pU9JUI -J9dng JO S9IJB[GS h !tS'!ii!!!f§0l!!!!=!!!i00i r-T rHVTrH'i-Tr-r OO^'cOM gp : sing 1 « co'ef j § !*88” » i" : SI I8SS5E8 of : r-Tefocf : ^ ass 5 cf © £~ !S§ • i-T ip Si 111 1 rH jcf© ! 1 1 § !gelSl°“lllg !* V jef ef : • : 0 |8 N |3 1 ! 1 0 io : : : : ^ 0 1 : ir °» ! ii ! : i«f : - • • 1 1° i§ n i cos j ||°g^ : i-T : : 3 j j j°s j ill Ml : : ^ : : :©o \ : © : : : : : n 1 i i : : : : : § iiiii cf 1 1° {888388 : efcfrf i8 I -38838 111 pi "'r : 1 f 1111 1 1 ! 1 : : g ig*BggSSgi!88S 10 icq cf = i§i^imi i ir-T i r-T in : cf : j ii 1 1 Sills 1 -r ■* i : 888883838888838 ©V©'© 00 ec© ss" 10 oc afef©c~^j' 1 Isiggs 0 1 >— t> «— tt — ^ jrH : ; ^§3 2 .- » © c 33S S isa 111 S‘S- Islll 1 §'»«'gg j lll§I»gllg gill i>ec -c© c'roicgf _ _ S 1 138188383 888 => jpVflSSSSg' : 111 5-o'rf aSSlI 1 S»“S‘S j 1 111 if CO rH* i-T : mmm 1 {88888888 §11 : «Te*V rn : III cf-'r-T ■ IIIII ! tHrfWr-TcO j nisnr m m 0 e— . cor-T : © 1 liming 1 !«*■ " >-§s III ©'cf i ii ; IIIS§ 1 S » ! 11111-8° las |ggg 0 Wrf r-T : M ico^r 1 il°° i ; rH* • L 1 i 311 111 icog of 1 m : : : : : : • • • ii i rf jcf ! : i ;gs ;gssco 1 i i i*s§ 1 i ini 0 i§§gg§gg° " <©° HI : • : 00 ii ii : : j : : : | !S§S|=° i§s |ei° : : i-T : : r-T : : : : © -occi ! § g 11° "se :© : PI. s-SIS ! : 1 1 jg !°i°° Hi Iii° s pi- * j jrfjsftf 0 llcosl H : i=E5 l|° i1© ! ill St-T 00* : ^ 111 i $ K ; 2! 16 ia H 3l 1-9 .i 2 P* Xis -8 »'“> Jl I 3 ® = 5 % 1 = 1 = 5 § S 1 inmmm ! illF ' . UUj Hlliiij I ►5 : 0-2 : : * “ 0 ! illlll!!|l4,. s MtmimHi Sf §i| 55n*S» 111111111111111 688B8688IS3 §1 isot> 000 SS8S88 Table 23. — Statistics for 1887-88 of Expenditures of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 812 EDUCATION REPORT, 1887-88. oj pjUAiiOji junomy a n insssits ! i s ; 1 i SS §s ill SI j of : r-T of eo'ef 1 •ssau -pajqapui papuog no ping I 1 >::::© o> o © : : ! ! ! ! j S i i nm ’ n 1 ° ! 1 hi! 00 ^ j si"” Expenditures of School Moneys. •sjooqog joj amjipuadxa; x^oj, © IssllilSI 1 i |2Slf3WS‘'" ! ! : : s S8- 88888 IS ^ Gof of cfjo'ee: jo aaio i a V XI ■« a •pquopioui I^IOi 1III31S§I i ; 3,559 3,527 456 3,781 5 "233" 6,426 2, 454 772 •sasuadxg; juauno .iaqjo IIV H $2, 388 846 1,518 991 1,130 1,749 7,448 1,941 75 868 162 2,384 Mg|? is : : co : •ssaupajqap -uj uo isajsjui w 1 !° !l°l0° 1 ! » m n i 1 i s i in : ! : : : ill •sjidng jo asg joj paixddng s q o o g‘ i o o qog : : : : ioooo : : : on ^ : i j : : : : : : & Si him m !§i° i : •sjqSiq; pun xang * pllllg|»jl! °S i ! ! ills 11 : r-T •Oja ‘sjojianp ‘sioS uassapg ‘sqjaxo ‘spanog Xooqog jo s aaoipo © H i 365 420 1,035 810 2,322 3,084 2,227 330 si §* | j « ii§i 11 r-T r-T s o "3 EH •uotjing injoi e> sssesseas les es e gs^ssa'gs® i=fs “ ! iiES II ; Gw 00" hV : •sja -qona j, jo saiJB[ug ao 1IIIIS121 gvrv-rfjggg-v | iSs § B ■oaf eo G i 1 § S gg | t> 00 ^ i ^ •oja ‘sjuapuajux -jadng jo saiiuxng i* iiliiliil r-T r-T r-T cf C-f of t—i r-T ii £i lisa® ii r-T r-T r-T j : : fl V C CJ a ® Ph •juautmiiag x^l0.! ! i iifirisi !a» si- Mi is sign §1 : : cf G'sf ■ o'cf tjT 1 M : •sjind -ag luaunmiag : 1 ! r §r j Mi ill ii a! i i ini i§ - •snjn.reddy pun sajj'Bjqig : ! : § i i§°s !° i “ i i i i iii is i Mi i §ii i •ajnjiaing W ; i ! If ! !a°§"° i r-n i i i M 1 11 ii ii ins r : •sSui -Pltng pun sags « i 1 ; i®ii hi ii i ! F\ *!■ ! ii ii 1 si ii CD COCO | • 1 i ^1S° 1° jus no n City or Town. i J § e 1 < Brenham . Brownsville . . Denison . El Paso . Fort Worth . Galveston . Houston . Palestine . Paris . i i a 1 Waco . UTAH. Ogden . Provo City . VERMONT. Bennington . Brattleborough ... Rockingham . Rutland . . Saint Johnsbury.. VIRGINIA. Alexandria . Fredericksburg... 8 18888888838 88 88153 11 CITY COMMON SCHOOL STATISTICS. 313 i! : ill is ief •: •: 85gSiS8ESII8§S§ 1888888 | eo' ©' © © io » so co ~ V of :Loefjjjr-i£eo : |838 C> Cl 1 o : ooo : : i S i i : : :©o :o : : i^r : :c* pa? '• © : o © — i : :©©©© : :po :© : la | ! 8 : ! MS i : : -‘rfl ! ” i S i r 1 M : © © : ; I ! : ”T MSBSS ssis'g-'0' 61 tss 888 ig a “"a" ;§ 18a3S5SS8S5SSS8B8S8333 % s' 2 S' !; s' -;2 S' “"S' E 2 ■'S' S'* S = ; Hi isa's : 1 S 3,007 2, 624 3, 298 17,772 1,782 1,064 §§ ill ii : ^ : o 888888388 jBISSS 1288338 1 eo i-t o» of oi of ■'j' : efr-Tc’s'r-Ttj : 'S'8'2'“r|,'‘t''"'S't-'S'S' iall I 22, 497 19,250 19, 176 96,701 6,780 4,334 11 III jg cox cocot> :g : 8883861888888838883188 sV=V«VoV g. o S' » o« g- » ill! icoc : I s' 2,»72 600 1,125 2,000 800 4G0 1 1 rH~ i : ill ii ,-r irt i 111 1888881888 118888881 i^r r-T (m'n :«f-r 1-4 : : lilll 1 1§ i i|5l^f!lsi=i = §-sJ|ais»|1i i 1 llllj e fflllll!l!5111i!lll!lll!ll . ! d j 1 s O g >1 1 iisiii SI IsllS 88838138888866666168868888 I Statistics of 188G-87. a Permanent repairs included in Column 1. Table 24 .—Statistics for 1887-88 of Public High Schools in Cities and Towns containing over 4,000 Inhabitants. 314 EDUCATION REPORT, 1887-88. •snjBjnddy « oqtjnoiog jo ©> i > o < O 1 • O l CM . . O < ■99- • • - . . co © • • • O ill M * • « © © CO 000 ‘s 000 ‘I oos 091 500 50 •AiFjqiq; m soranxoA J*> uequmji « O 1 'O' © • • O ' tr? . . j Number in Teachers’ Training Course. •oxnmo^ * • i i nji o oo © © to ! © • •9FK © ■ C 1^1 © • © © rH ! Number in Commercial Course. •9X^019^ 15 III! O 1 c co CO • CO CO « CO © rH « Average Daily Attend¬ ance.- , •injoi ii • . co • • u tO • 1 tO C • ilMr © - P • » CO CM 05 • 'H rH © rH •exmaoj CM • » O 0 CO • • © L • t » t 0 ’ • ^ — i i H © CM OD © 00 * ©Ttc ©to oom « ^ rH C5 ^ ^ Hi • l> ■ ; o ©J •9IUH © CO i ' O Cl CO • . 00 Ci t 1 5 * Jim 5 • • CM Wl> to CO • © 00 21 1> l- ^ t o O o oo t.ooa©nfiM hhhmnnim CITY COMMON SCHOOL STATISTICS. 315 * Statistics of 1888-87. a There is ako ono commercial school. Instructors: male 5, Ibmule 0; students: male 178, female 135; average daily attendance : male 138, female 97; no foieij languages taught ; volumes in library, 10. b Public school library. Table 24 — Statistics for 1887-88 of Piiblic High Schools in Cities and Towns containing over 4,000 Inhabitants— Continued. 316 EDUCATION REPORT, 1887-88, •snjBiBddy ogtjnoiog jo on^A NS ei $300 100 © 2, 500 500 © 1,000 500 150 © •XiRjqi'I ui S3tan[OA jo jaqainj^; « 75 5, 000 0 . © © 1, OCO 0 o CM © © © O 00 © © ^ § Number Preparing for College Scientific Course. •oinuio^ r=l t# o • © i ^ *9[BM © « o I © • w Number Preparing for College Classical Course. •0;«UI9^[ © o © © rH • CM rH •9IT3H OB © • r_l © rH CO Number in Teachers’ Training Course. 77 21 © © © © ^ © •9p»re © • CO CO © © © © • © Number in Commercial Course. •9X^019^ I *• CO • I © © © © © CM © © ■9 To ! (M © • © » - rH rH © CO 051 598 rH © © L- CM CM ■9XBK © cm h- 00 ^ HT< CM © CO © © rH © Ch- CO © CO rH oo ' Number of Instructors. t- © CO rH CM CM © CO rH © Tf CM (N •aXBmg.j © © -< l> rH CO CM rH - •0P*K ft rH CO CM CM CM rH * •siooqog. qons jo .laqura^r ii”isi°iiii is i i i i° ! i i i : i i is i i i j s I io o I ! i : j ■ lo • 2 • I is j i§5 is i° i j i i 2 cq 2 2 2 2 o 2 2 2 2 2 2 I 2 o 2 2 2 2 is is :S5 i jSS is is i i is i iSS?^ i i S55°SSSS°° i i 2 co SSM is ,;§S i :S§ iss^s^50 is is i i is i i s ^ S S i : i i 171.9 52.8 38 59 1,914 85 247 h ;i ig 2 2 2 2 2 2 •33SSSS i : !§ : j | ! sails j j j o 2 d j • -H O ioHld • t" . • o O O • — !> O • o • • T-l * d . • rH • 01 is :SS ^ _ rH ,0 t>- i^ is • » • iH • o' . jSSSSSS j j jss j j 22. co 2 j j j i : : ;o .o : 1 2 uo 2 2d j jSSS jS 2 2 I1^ d 2 ' ' ’ * • O : rH « : -h ; s :oo i . is®& :SS is 203 58 46 88 2,286 117 294 i-s §§S3S£§S3 isgg; Is isiss3 i S S3&^|||S is 142 1 40 32 42 1, 739 L7) 167 • Soo joooS SSSSSS S jS S « i 5 ;SSgSg3 j is d jSS :s~c :S$£SS j ssssssss is OCOCgCOJgCOt- jiH^ j O T)< j T)H i^MNSSCOWM j^CJM O • LO lO O CO » co co eg >-i o co ^ j ■*< I 2 co 2 co co co j CO f O CJ —1 —1 j r-i UO eg ' C0Tpi»C-eg j Hd «dt>COdd 'd CO -H r-( .H gi ” CO •HH • CO rH i ^ ' d o wd * d h d d h ■ 52- cgogegeg^egr-ieg ; • ■ ■ i i i i • • * • i •••••»•• • • ••«••••••••• ® .* : :::::::: : • •••••> co • ::::::: d : j : i j : : \k ; \ ! ; ‘. oo ! j • • i cc l • •91 VK ! 1 rHr* i I | ! i i » • • • CO I(MCO * :M CO • I • • • T- Number Preparing for College Classical Course. •apjOIOA ^ : I i : is i : : is 10,0 :•* 2 i° i • r •91BR 30 w HN | * io ! • ■ co rj< ! 03 • • • Cs 1 • Number in Teachers1 Training Course. b ! ! j ! ! ! ! • < ©rj< : • '< ■ lea !! j i§ :° j •9I®H « • I o • I ! • • • © . • : ;°^ ;° i .a? J| ll •0]ura9j[ H i i : 1 : ^ ! \ cq ! • • ^ T-1 1 • • rH * •oi ........ • j o j j j j oo ia • j :::::: ? * i :SS i * o u a Jg> rf cc *§ 43 •axurae^ « p< g& : : : :°SSS g : . asBggg^? > ■ •OFK « w! 33 : : : j^0 :3SS3 5 : Average Daily Attend- 1 T*?°I •< S| isss ; j : 90 110 28.1 110.7 294.7 29 07 107 59 82 99- 135 248.8 176 161. 9 2G5 39.7 . i •0I'Bni9A © wl ; : i T? » CO S p S8 is 2 ! S § i 72 90 101. 8 76) 117. 9 122 22.9 j ’9M © 9 \ : : . . . . S 555 :§ S :g 51 00 Wkolo Number of 2 i •T*WL 3D 138 119 35 111 39 113 |SSS||g$SS E2||3S333SS •oXcuioa h : il a •9IBK © 33SSS j; Number of •moj JOS j’ #i3NMiflHC0T(ion •91® moj rH S' S S ■oi®H » N^NH(N • ; C -i C- 3 M H««NNHMN HH HHMHWCON qons •Biooqog jo aaqranji « HHHHH • 1 • r -(HHHHHHHNH HH • t City or Town. fN Indiana- continued. Kokomo . La Porte . Lawrenceburg . . Logarisnort . Michigan City . Mount Vernon . Muncie* . New Albany . yjiiMisis is ;og^aU| = = o -J • «: u Isi !3||! ill j Ml! H !pi§ SUSHI 1 Iowa City* . | jSBBSflsasaasssasaas saassssaaaa 140 CITY COMMON SCIIOOL STATISTICS. 319 131 111 111 1111111 ill il I II Hills 111 iii g i CO • CO CO ^ I O CO o • *. ! o e* I CO rH • o co O o • . ! N • CO HOt-OOOCO 53 o ^ 8 lO ■ 04 CO IrtO^CON 8 O 10 M 04 I e* CM o 00 t* ' O 1 j lO I o j o o O i o 1 o o ! o ! no ! o • CO o o o I o I | 32 81 82 0 43 0 °8 ®°3 S3 i 3 o 8° *. c'°S | 12 76 37 0 32 0 O 20 '-'O O CO 8 I ooo o SS SSS 3§§ sss § is 5 § 8833 E> rH ll S CO CQ CO § CM « o- « ^ § 888S rH § CO '-£ CM 3 CS t" r-i t> fH — ~S 383 ss s is 8 -k § rH - — IS t- g£S3 S §3§8S §3 SSSSgSS 1 00 r-i S3 8 8 ? 3 r- §583 1 rH O ss^s^g b CO 1 K» CO 00 CO '•USD COCO, CO r-l NflMONMNN^ffl Cl lO C4 CO LO 8MNN 3 NNONWMB Nr-t HHHSHfflO CO IM rHCO CO N 00 CO 2NHH oo £3- £2- CSHNHHWO i-f O HHNNHHN iH so S3 iH • §3 ! c coco © S © • © © j • © Jill !D •opmo^ « w SS « 42 22 10 51 5 24 g S3 © I 2 §33® ‘9TBW fi* 33 14 33 © J Average Daily Attend¬ ance. w 101 82 sassss s 1 - 3 ig © •epraeA " 92 47 i f 3 g © £ „Us •epH Si s rH & 3 w 5 3 - ^ 2* Whole Number of Students Enrolled. Wioj, S3 227 143 75 150 42 98 166 418 104 88 90 95 1,298 3 § 50 147 65 •9X8019^ | s s 3 3 3 S' gs3 s •opw 70 47 5 £ ■o ST - to Number of Instructors. T*WE 5 4 3 4 2 3 5' 13 3 3 3 3 47 ^ CO ^cswcij^n *918019,3; CO CO 04 rH 04 CO rH C4 © 04 04 C4 04 i-H § !s iS^SS88 1 1* of ;s§ j : “ i iss : : ; •' co • ( f 1 « ^ ^ • I o O jnoo j jjjJC^OO * *o © • o • CQ i • io ro ! 50 • COM ^«Nn§Mo3Sow joo o • o ! . » ; • • i © • co j iss^M • ^ lONH r-i O io^^t>t^OOO ' O CO 03 I o o oco • • • ! • c* • ; 55 2 ° x lO NOtJ. H®t,SHnSSS°” is** irt CO C- CO I *• ! I o • o o • • » O *0000000^0 ■ o o o o j o o . ! ! i i ;°° i o I o • » « >✓ • O » ' • O *0000000 III 1 o • o o o o • o o • » • 1 Cvj * ^ • » ■ o 1 ot> * co o 1 r- t'- * o o o o "Tf OH 1 o I o 1 i O O i • i is iS®S js : i :S3 ss^s sssossss So tr- 00 t—4 o I o i *— *— o o ! : ig ig00 gQ t- ■ oo P'—'rg oodo^n® Tr • o * co o o o ! s® iSeggSSggg :sl i ^ 00 N O :5:gS|SS'sg’S|S||Sgg|‘S§ 1^ ^ t> O CO 00 §33'§§§§S5£g 1,406 ] 46 j g S S • CO OC S®. ;8 j i SS2S SpsSS g ip" «" £sHrtrt f s g ^ C3 t- 5 ? P '® 8* i § 3 S |**| ;® - s - «*= 1 e : 8$gg S|3§§ 3 § -*o3 ~ C9 § £S |532|gg|S|SSS!|SglS2|3|5S|g|»|gSgg|3 ef § ir2SSS|| igggSS s“ " ! ”5 §3 CO rH 3*® So £ S3 § t%8» g§3Sg§gS£ §|§£S££S § is ss ' .S' 00 CO tH ^ssssssss^^ggssssss § is^gs^ laiiaisssaissHHsaaiiiasassasssiasassBissisiiSBii 21 ED Statistics of 1886-87. Table 24. — Statistics for 1887-88 of Public High Schools in Cities and Towns containing over 4,000 Inhabitants — Continued. 322 EDUCATION REPORT, 1887-88. •snxriuddy ogijuoios 4° 9tll13A * ! $400 1, 500 150 100 1, 500 too 1,500 900 coo 804 100 1,500 600 300 300 500 1, 000 4, 000 500 2, 000 600 1,000 245 •Aa'Bjqi'i ut saanqoA jo .teqainjq i a *§g Is! ! 200 250 100 300 300 50 425 450 0 SI 2, 000 5, 000 3, 000 8,500 200 425 Number Preparing for College Scientific Course. ■oxnuio^ « © • © '« « © ! © ! © iMO ; ■ :S“^0 ’oxbh © © rH CQ • I #oo •.oocoo joooo •9XUH © © © © ! © • I© I o o ! © © © joo jo joooo 5_l'o © P 33 % o n E § o •9XOUI9^_ rt j o o jo j : : : I rH CO ; « © © • © ICS ©JOOOO 00 0 15 0 ;§*- £3 i I © © o ©^©00© Number Studying no Language but English. •9XBUI9^[ » «( 0 20 20 0 05 if ;5§ j j iss° : : o : ’®1®TC | 2 - H 2 25 15 0 70 j 7 37 20 88^ j££ 00 o • * £2 • • • C' *I © £S j j 52.7 306.7 80 122 164 34.2 82 44 C6 5S si 3ss§§ •9XBU19^[ © w s 3 : : y. i : 32.2 | 172. 6 0) 22) 34) 17.1 52 26 36 ss 70 . 3) 57 170 64 110 24 •eXYRL © ^ ; ; « ; ! 20.5 134.1 (8 58S8 £3 1 Whole Number of Students Enrolled. T*V>I UD sa«eEa®E*«saasa***sesgaigg r-T •9XuniD^; ££ g§ 3§& SSSS3S . Sgg'Sfe C? o S?S“ P •9IBW © jgg^sg^sis^ssssssss^jsisasg Number of Instructors. ‘X'Bqox •9X0019,1 MifMMlNO HON B^HNHNNMIONNN ■*< O 00 1- • ■ i • • ■ • • i ■ * a • » • ■ m iiii ji 1 Wakefield . Waltham . Warren . watertown . Webster . West Springfield . Westborouerh . . Westfield . Weymouth . Winchester . Woburn . Worcester . MICHIGAN. Adrian . Ann Arbor . Battle Creek . . Bav City . Cadillac .... SS&&SSSEESSSBMM88IS8B SS8SS CITY COMMON SCIIOOL STATISTICS. 323 1 2, 000 100 250 1, 200 350 800 COO 180 300 § ill nas j 1,500 500 200 2,085 2,000 11! s mil ilililii ,-T <35 r-T j (irn- sgssisss sassssssssss *T4in f-T r-T rH H»* P SI ! COM ; • o in o j ^ o ^ rHCOt- i UO i ^ © © 03 ! • • CO CO • o o o • ClOO ONS : • 03 • ' © © © I CO 03 ooco © CO o ’ © O O © ! co Tf« : • © © © ' ! • • • "»ON CO o ! CO H o © • t> 03 i © © © t> I « oo 1 o 03 o o © © 00 © © ! I :£°° i : s- : CO ! o • o 1-4 o o © © ^ © © I I j 1 © o 2. j o *• o S? : CO o o © OMS © : jo© s ' ' 3 © ‘© ^© • © cs CO oo OOt# © ! ! © © £ © s -8 — s oo_ "E | 2S§3£$i 2S : :§3g3 i i 33 : 'S3 T-» © tH tH 3S8^ j :SS2 : i gg i i | 35 o ss Sggp j igsss i oS : 35 40 1 >3 _ §_ a p 31 P § j • t> * : ^ : §3 j li S ~S33 1 3 ss. s © 00 3 00 ' " , 00 b- ' ; «S5i ;IS j j * S2 j g !§ggSS3gjg SSS3 ' O ® <» PP S' S' © « gg i . CO ^ « rlttt^OOHO 00 laOaSWNNNM H H rH M NOHiSM iH 03 • ■ ““03 ^ -1 . - LT- H •— * 00 r- 1 1— 1 H r-i HHCQWHHHCQ HHr i CO HHHrt t> 03 t— < GO 03 > CQ 03 ' HHHHHH 03 — — — — : -TjiHnnH © ?3 i-i © u c - |S||j 3 :f£5 :| 111 iSlIil il it ill 30^ G J !j • h ill 11= a g g? y if: fl; § Is §§ 5^ § j. m 0 h ,p- i ii : .1 5 ^ i C4 i? • I L m iSS.1 r li ■ i > • • • ■ * * » • » i « ■ » • « c ‘2s Iff!. Sill; M lilssl= j | lfi 1 is5 ZM 11 z; > iississssssssssaasasasBa iiiiiiiiiiii ms ica of 1 880-87. a Training school for teachers is distinct from the high school. Tho training class numbered 19 in 1887-88. b Eaoh a part of tho day only- 6 Preparing for English course. d Not a part of the high sohool. Table 24. — Statistics for 1887-88 of Public High Schools in Cities and Towns containing over 4,000 Inhabitants. — Continued. 324 EDUCATION REPORT, 1887-88. ognuapS jo onFA 8 Is | 1 2,000 15 800 75 50 • O g 2, 000 200 200 1 1 j •AreiqiT; ut s&ranp>A jo jaqmnjj 8 0 300 11 CO 150 700 125 1, 500 211 1,200 300 jg S rH ill 11 Number Preparing for Collofre Scientific Course. •OIBCUOjJ iN iN 50 ■«# i !«« j o ' © *®I*K 8 Ift o -# :*S3 i : O i o • •o FH « ^ o :°S : : o . o • Number in Commercial | Course. •0^019^ is O :oec£ : i«S° ^ o • ^ • o ! '9FK * is O Iooh ! • CO • I O 00 o 8° i o ! lift hi*i ,9[‘BU19lJ « - s S' 49 49 51 15 42 :£&S00£g •®r*K « S 45 16 30 10 24 !sn000nS • rH Average Daily Attend- 1 "F1°X 102 22.7 n oo 248 ■ 42 | (50 29 33 24 • Whole Number of 1 2 T*V>I « 34 1 114 ooo 35 58 15 235 1,177 134 311 . 66 66 63 •9{BUI9j; h S3 o 106 19 5) 488 49 49 81 G7 65 g 3 S' ■9FH 9 33 11 1 (0 276 45 16 49 49 30 10 21 0 71 278 41 115 30 22 (0 *S ! 1j i T*WL >3 HWNNSi} ^HNCjNNWMN j O CO lO CO coco •9^019^ OHH CO 00 esao^H j i* i i i iM oh I ! j es is eo i o ^N00 ^ CO »H CN j ■ »C CO ! -«f» • »H oh ! ! : o hot- S iw • CO • j j Tf- ^ j 00 I CO o o i • © '■ • o © © o o o o °-,o i§ : • oo I • ' • ; ; ! o o I I t> • • o I I o © © o o © o o • © . o I • o • ' ’ • J | o' J o ■ 5 i”° ooo is j :S5°° i “S j j o 1 © © t> O C3 § :3° © © © is i i^S* i SS i i 3S3333 SSS i°3 s : :§ ! S i i i§N S2SSS3 §53 i°S ~3S v i i§ : ig^S^S i6- CO SS35§iS 3SS £££ S3S§3 a j ii i ig ssgss |S j | © 3SSSSS §§ § « # P ^ S3 ^ : is j is i: ss § • Si' 5 i i «4i § : j o y cc n CO ^ — w .SS8SSS 3£ S ccc §3 ! £2 * j5 ;; s* s £?§££§ §£§ S-eo I— l ' ^ ^ . - r-.0Q 7-i t-. t> • ' HHHnHH rt HH rt HH • c > wt *• C j i- : i Grand Island . Hastings . ivearney . Lincoln . Omaha . Plattsmoutli . NEVADA. Carson City . Gold Hill . ■ iii ■ ■ > • 3 % i • ; 1 i 111! j * 1 1 ■ 1 1 1 1 1 ■ 1 1 » 1 1 > < a « « a • • ■ 111 H n 3 1 1 * J ill I : U • * a • a » ■ • 9 9 9 9 1 « « * 8 ■ a • ill Mi i i < i • ' * j Jjii :§5 i isf IIJJ b ' I o 1 ' i ijJ =11’ i i i i i i i ■: i« j j ^ ! 'l : ; llllii 5 : ; s n 1 iEf : : mi c— = ? 2111 Hills SgS 111111111 lillllllllllllillllll k * Statistics of 188(5-87. a There is also a high school department for colored pupils, in wliioli 9 hoys and 12 girls are enrolled. h Course of study has a high school department. c The normal and training school is not connected with the high school. Numbor of normal pupils 35. Tabltb 24. — Statistics for 1887-88 of Public High Schools in Cities and Towns containing over 4,000 Inhabitants— Continued. 326 EDUCATION REPORT, 1887-88. • ensure dd'y OTjijayiag jo 3 $100 380 3, 000 705 667 900 1,700 3, 005 569 1,050 250 500 2,002 550 1,000 11 400 200 1, 500 i.® •jCjRaqiT; ui sorarqOj^ jo j.oq*am^ « I S3 s :* 6, 400 1,327 595 5, 250 6,060 1, 196 1, 708 218 100 341 1, 030 802 425 900 2, 000 2, 388 344 s iliil : IQCOrH- tc? l|5 *£1 Scientific Course. •ejuuiojt r « 8 40 25 0 « O • I O i^8^ 0 ^ c\ j < 3 •oi «H 3 5 15 20 1 ! 0 NO 4 25 4 HKOOO :« 2 u S3 tj M'U &tk Classical Course. •oiEiua^ Si 13 16 7 3 2 'tfeCH* j CO 0 0 •uxeuiajf rH O O ^ . . ■9IBK 1 99 rH rH H* w CO CQ ^ rH CO CO C* rH 10 HNHH rH HHO rH CO •siooqog qone jo jaqnmjj | « rH rH HHHHHNnHHH uO 1 1 1 1 5H?HHH City or Town. n NEW JERSEY— COnt’d. Sfllfvm _ Trenton . Wftfihawlrpn _ NEW YORK. Albany . Albion . Auburn .....a........ Batavia . Binghamton . Brr>oklvn__ _ _ Buffalo . Canandaigua . . Catskill . Cohoes . Cnminop * _ 3 II il : = 3“ s = iaagisE ill ioc 11 i ; i- : - Hoosick Falls . Hornellsville . TTndarm _ . _ . Ilion . ill I|sass3ssa2s|s|a|||s|||5|i CITY COMMON SCHOOL STATISTICS, 327 •511 ;e»w it :85a : e» \ 1 :lSii III lllll ~ ■* : n 1 1,635 315 2,000 1,000 ] Jill 'ills :«Vh §s r-i ci-i* :giSS • r-T 03 CO 8888833 •ft » i-T V «-J 8S388S8I noHrt mW-T 3S5E88E : i *■§£! : : ~C o : : o'?® • cC c; S? : © ■ 5500 NVNO ^ i -i*8 • ^ ^ • o • r" M 30 © oc © © - • all- J 2 ;"3 !ce« j ^ • C4 »Ot> •’ © ! © © rH © i i “=?! : : '• o N ■ rH O ! § ililill • t- • I • © • i°3 :33 2. l!ij :SS2 e§ S i 9“ S£g£ is§ * 00 o : » p 5 1 2i=oif •■ §«5 :3c$§ “S §.: SS®g £§3 3 ■ CO 2- § i IKK! j|83 S1 ;S r— • § *ssa sil sggg r> 5S E= i © 1 is lillil i tijill igS ss ■ © § j S' SS|| I si _ 5I SI © to ^52 p §{§ is- ; • S'3.!'!?! • ■ 3 o : : -3®=4§ ■ • ov> = s S 3 j 3S§§ S3 ;g . C - ^ J : : h ^ i r* I ills ”1 m § s§sS* SslS2§«i §SSSIS 3 ! 1 1 ; ; § jssg «s | 2||| i? §£3g 2 |i§3 sill i 1 1 iggs SS i§E £§§HS3g g i j I ;0«« O © «Q«i3COft» waxocoi-ic oa i> co © © cc 52 ; 1| J n ; 1 s 5 £ : g a 3H • rH I « CQ -a* 3 5- - £ £ ;1 !] ■ a ■ • a • 1 1 1 i • • -» a • •i-ir a g ai- ii ' i i a s a a ■ * i • i •III Nj Us m 1; :| i© i is 1- s » = • * i • • i • « i a i i •a j s &*a ill MK5 j it 0 cH J 1 = - ii =11 - - . -t Ml i :§ : * =!ii — -2~ llll : . ; Ss 3 i i 6l‘ a ; i \&m 1 • | : SB'S §■ : ■ ° : 'o S * O. j 1 1 mil 111 *IM = :S c tSiii - £Kh < Table 24 .—Statistics for 1887-88 of Public High Schools in Cities and Towns containing over 4,000 Inhabitants— Continued. 328 EDUCATION REPOET, 1887-88. •snjBxcddy opijuaiog J° 9nI'BA W « O O O 10 o o tf*l00l>00 lOHCO rH CO 3?- o • o - to * o o to CM~ COS O © © O © © O © O O to CO CO to to •AaeaqiT; nr semnioA jo aoqniuj^ « « 200 1, 000 150 1, oco CO to O 00 CM ■ O CM CM to CM *0 • to CO rH CO O0 CO » xH rid • o o o CM ©©©©O'#®® 0lt5CinN«=:0 tNiOCOlMrH(M® Tfi CO ^ CM rH 93 1, 215 C5 rH CM P- O CO to CO CM to CO o t'* rH rJ CO H H • CO CO CO o co to • rH rH 1 •ejBuiG^q 1© rH 0 05»fJH^Cl O Ttf CM 05 CM (M O CM ^ CO 805.2 371 213.7 08 CM C5 CO f- CO ! 00 TT CM to I> CO • '91BM © 10 o -h o ^ o -H CO to 427.7 186 116.4 CM lO M 00 H H i> '• tO rH CM CO rH • Whole Number of Students Enrolled. t*v>i 3C L “ lOO^iO^OfMtOOOCOClOHMOm^OSiOOCO CO Q to lO LO to Oi H t- CO m 'O CD GO O !M 00 CO 05 H L" O CO rH rH H< tO © CO rH rH CM rH rH •opjam^ CO io fi « m « o e-io t- oo co to co in oo ® o in g « ;'S’® Fostorxa . Fremont . Galion . 1 Hamilton * . | > © © i ^ HNMTtllOOt-OOaOHNW-tlflOt'COOO^Nrt OOOOCOWOOOOCQCOQOQOOOQO^OQOiOOOO CITY COMMON SCHOOL STATISTICS. Z20 11 j :§8 i ills jlSIH S j rH • iii j si 600 60 3§S Hr-C4 i §1115113 j Sill II il31I 1 -r s ig :Iii ef i SS O rH 2o ills i • • 00 o O j rH CO CO • O O CO CM I j o o O • • 0 CM rH O O CO ^ ; inOH ^ CM CM 0 CM ©4 • O O I 1 H : • « x ^ O CM rH CO CM rH CM O O I fH 00 j ^ . . , . • • o o O CO i ^ O O • O O ©00 5 ; i i J I 1 o o • • o o O • O O O • • O I i is i- °3 : i 0 0 is O s O • • :S is °£ i i 0 0 is O i S °g i : ! iSS^S : 00 §3 : | § S is S' O O S5S* i °3 i : : :SowS i a SS : i S3 2 is C. 0 0 S^S® i 118 (51.7 :®« j :§Sg§53 §3 I SssSSls Is !sS 00 1 gss |S52 j 71) 45.2 :883 j i§S223 §§ SSsteSgS is g SSS :2SS j o • ss i !t*n ! i§2S3S S3 SS332S3 is i«3 s SS2 i^SS j S2S£Sg£3S3S:£2 2i§S|5gg§S§d3S|g 1 S§M§N*la ■ o5S 23 SS228 S m5f 8S gg§SS2?2§ r^ rH CM O SS S' ® t- CM ggss^^s i Cs® oo in § SSSS^SS 1 CO j C IM HH CO CM CMtH^^CM HN - H rH th • i— : Hrt — — HnH J CM rH rH CM rH rH rH rH rH j r : g el ;! 11 UR ! ©*.’ fa " ^ G if*?; illl: ;sss; II: s>* O ^ ' If- 6 ! ' 6 ? I III! 5 £ Ph pL, 1 it O Sc II : : : ® ^ \%v 2 >-.U| |£.= 2 §3 &° tfiLDUZzn il H E-1 i i : :h : id II III u 0-- i 5 i m 1 1 i \ 1 I] i ^ 1 c ;p- i sl fg Ij • 1 * » • • • 1 1 |ji Hill i i 1; H 11 il is is in iiiissiiiis for 1880-87. a Iu Burchard Library. Table 24. — Statistics, for 1887-88, of Public High Schools in Cities and Towns containing over 4,000 Inhabitants. — Continued. 330 EDUCATION REPOET, 1887-88. •SU|T?IUdd'^r opijnaiog jo enp?A M o o o . © O O O • 04 H04 0 - r-t x£- • : : ill : : : — r ill ill 100 200 200 400 100 11 :l i •Aiujoit; ui 89nniTOA jo Taqnmjq; « « o o © 2, 500 707 150 125 60 5,659 100 546 600 65 521 100 1,000 1 500 800 1, 000 700 500 300 900 2, 375 Number Preparing for Collego Scientific Course. •9|UUI3i[ « | •9XUM © « » « c f i i iC4 ■ it* i • • . • « • 04 • rH • ■ « i • ! co ! I 04 1 I N umber Preparing for College Classical Course. •9xuui9kg; * " : : i • » ^ • i t> • ! • co 1 • •9IUH (3D * • « ■ H ■ » « 04 ! co ! CO rH vH ! \ © « » Number in Teachers’ Training Course. ** « < 50 o ! I 04 !h I 1 rH * 04 « • • • ■ ■ « CO • © • 1 © CO I • .04 CO © © •9IUJ\[ © 1 * < G> o I i i H i 0 17 © © Number in Commercial Course. •9XBUI9^; ! o ’ co ! iH * rH « Ci . rH • •* © 04 i H * . CO 04 ! CO • © ! • •91UK H ! CO I 04 ! • • rH 1 i t i co no ! ! © CO 1 rH . 1 04 ■ i • © .* rH « fill lip *&1 •9XUUI3A es COO hi o © © *« 00 • tH CO • rH • t>- © © • . t> 03 rH © r • rH « i © © 00 © © rH CO CO rH rH ' ^ I » 04 H . © • y •OIBH e* w 04 t— © 04 © © ! 04 ! © CO CO I CO © H 04 CO . © TH © 04 ©O H rH rH 04 rH rH © , . CO • Average Daily Attend¬ ance. T^ox W I NCOO 05 C- 04 © rH -OH CO H -HN . 04 00 HI rH CO 00 00 © © rH CO © 00 04 rH 04 © H © o tH © © © CO H © © 04 ! H CO iO 04 • ( 1 •oi'eui9lg; 2 [ (MLOO HO© O © ■ rH o 04 CO ■ 1C © 04 rH LO © -00 ©CO © rH rH CO © © © G0H< © © CO 00 04 04 © HI ! 04 CO t> • •9IUM © O CO O © 04 CO © © ‘W5H rH j O 04 ©CO © 00 © © 04H © Hi rH rH © HH- 04 CO CO rH 04HO4 H* , © © co ! H 04 • “Whole Number of Students Enrolled. •rejox a © CaOCOCCWHHOTjtlNOCOHOCO^aO tH rH r-1 rH04 CO rH © © © rH rH lO 04 tO H © •9XBUI9^; | *» C00b*0 S. S'! ©O OOOt'Ci © © 04 H 00 © © CO t- © rH 04 rH | rH O © © CO 04 © Lh © co »h CO Hi lO 04 HI 00 g <=> •91^K I r5 COt — C4 t> © CO w' ©C4 00 04 ' H< © CrH © rH © 04 W© © 04 GO 04 tH 04 lO 04 CO © H rH H rH 04 © CO ^00 © 1>W rH CO © Number of Instructors. •FJOX 00H0404rHH City or Town. V*t PENNSYLVANIA— COnt’d. Carbondale . Carlisle . . Cham bersburg ....... Columbia . I I G II vjvuy . Danville* . Du Bois . Dunmoro _ Easton* . Erie . Greenville . li^js Mill - b - Lock Haven . h \ rt h ! h 4W III Nantieoke . New Brighton . Now Castle . Norristown . 1 Oil City* . | 33SSSS33iSi31SSi3SSS3SigiggSSSe CITY COMMON SCHOOL STATISTICS, 831 *SIi V *» : :5 ii ilss2l®i 175 1,000 700 500 j j! 1 :K8 j! II i : %mm j eo pi pf ■ §S2 t- »-H i :°P ISSS9 1 i ef i 5 Iiiii sl °i i H ! ° © © I • © ! ° • i © © © . • uo ! ! • © © • ^ O • © ! ' © PI • r HS ! : ' c- • © © © • ! o • • • • CO • © ; ; ,H j j CO '.CO i r -t © i CO • O • r- • © r-« CO ■ MS • i pi j a • © : i 1-1 i :2Mg j' H3 i : CO ^ © :g°° s © © i re © j • © © i> ! • • © I © I © ! j Ol © © • © ' © © © ^ ! ! ! o I I © © ! • ! ! o ! © i © I PI CO © is • © s © © t> © • © j © J © -* i i ! ! ! ; o ! © I :S ! © © ©oq ic: jo j © • © • © C3 I I ! i © I : j © j CO © ^ £ CO © CO & • r-t °3 s is r -= | i s I C3 •- . ^2 2 is® is ic 5H © I 03 ef 11 SS5SSSS2 :§ © 2§ - * ' ft -II . c ““ g i i Sg&pS gg SSSS2 2S 2 : is S3 © _ _ e ss ? S' 5 l i Sc i « ! §2 SSSSS S3* 1 * rH © ' 5 CO . . Ll 2- — j? L j ? ° j i 1 : S pf £g8g§2g§£g2 II 5 i if |gfj£ g§2 5§ i §|g|SSg|| ss § i h -reP© © i SS 2S S i is °s r • © tc- P5iNcer-i«C-PI«PI«0'pee PI : :J eP5«©t^P>P5'«f ©© 'f pi ©«CQCQT-i©i-i©03 NOH©H^HHNNH«H i ' c SI r-> CQ ^ PI ©» f-iCQ HMC3HNOHNOHOHCJ r-i 1 1-: « N P5 '~'N C<» © CO © © THMHHHHHNH HHHHHHHH ^rH NHH H O © © C H. H H H. H «r HH HNO PI i-l 1 < 1 1 1 • : « < If] Hi c-: 6 ! 1 - 1. : =i\ S c- |Ij 9i i! y iij ill r = ~:3 i : S “ 3 : iiiii ill! | i i i Ifiji m Hi ill 1111 i i X i ^13 1 Iij 5 N *s ; § a m% i ?! « • i i i i s| ii Is. _ • • i ' i : i S'l ^ X co ! ^CM • lsa° * S' I ©© j- I : 2 o • ■ ® o © iO -neb- !ocq I : is®" 1 ^ ocq . . © : : £ i ; | O i l°* 8 CM CO t- x © t- ; • • • © • t'°g M H • • *3-5 co ! cq to a 'HO©'** i i * ;° ’ X ~*®s : : »S | : iS = s rH • i°°k s is i S' : :2£8 gas • ©2? 10 j :°°® 00 Icq sa^SS^a® : issa^aas !! gig CO sgss sgg £§S3 : |Sl3s|sS 121 91 110.3 lition is o taught co*h r-1 r-< I 88 883 © 5 SSSS : e ': jssg s§ s-g j§ » ■ fs 8i 1| - : ^ s © CM rH O a 88 cq”w © CM d- : 3* as : : jsss? o® £"[ s| s i : i§ -I 88** rH SSSSagSSSSggasaSSgggSS If -3 8S3 rH S3S388S3 g!gS3 8S8 £§3 |-g « fT S' S' 3S8 is iHOO NN-jiCO OM^e3^^MM^caO)N^(N|2«J3(NiOn^« ^ s* © cm ^ f»© *h © COrH ^NNCqW“WN _ OOMH^NO^HH w” £ «•= CQ H CM H H H rH H COCMHHXHHCMHrHCOCM S*§ OH« NriNN rIO l 1 2 to 1 1 1 1 1 1 1 1 •HHr-iHHHHHHHHH C § 1 > 1 < Fredericksburg . Lynchburg . Petersburg . Richmond . Staunton . Winchester . WASHINGTON. 2 j U i I = in : i 3 p' li; 1! ii Ii s WISCONSIN. Appleton . 1 Chippewa Falls . Fond du Lac . Fort Howard . Green Hay . Janesville* . Kenosha* . La Grosso . Madison . Menomonee . Morrill . M dwaukee . Monroe . Neenah . . . 1 H N II Hacine . Sheboygan . 1 * Statistic a Qualific 6 No high ilsiisil II mil IllSIllilllllgimiSlI Table 24. — Statistics , for 1887-88, of Public High Schools in Cities and Toivns containing over 4,000 Inhabitants — Continued. 334 EDUCATION REPORT, 1887-88. •gnjn.reddy ogtjuaiag jo enre_A M « $400 150 500 500 •A.rejqi'i ni somnjoA jo aaqcan^j; « 2* 2, 200 580 400 227 1, 000 Number Preparing for College Scientific Coui’se. •QJ'BtnOJ « © « © • © • rH •eirn eo '< 1> Number Preparing for College Classical Course. ■axeuiajx © rH © ! rH •9IBK GD © • rH Number in Teachers’ Training | Course. •axeman © * *« rH i « i • •ai^H •* H © ! ! Number in Commercial Course. •airman © © I 1C • rH © © ! CO . Number Studying no Language but English. •ainuia^ W rH 00 © T-l © C4 LO CO CO •9IX3K « * t> © © no •OfBuiaji Ip 3) 92 56 50 30 '9p3EL © tH w 'tH © f'- OO CO rH n v g VV appinger s Falla. ...... _ New York. Frankfort Kentucky. \V averly .... ........... New York. TLvpdp/rsnTi , . Kentucky. West Troy _ ... _ New York. Mavsville Kentucky. Whitehall ............... _ New York. lifoTint. StftTlin^ Kentu cky. Asheville _ North Carolina. AV in oli tor Kentucky. i| Charlotte _ .......... _ North Carolina. Skrevep ort Louisiana* j Wilmington ................. is orth Carolina. Pol fast Maine. jl Delaware. ......... _ ... _ Ohio. Prnn s wi rk Maine. jl Franklin .................... . Ohio. Camdon Maine. il Greenville ................ _ Ohio. Ellsworth Maine. | Kenton _ ............... _ Ohio. Annapolis Maryland. Ohio. Cumberland . . . . Maryland. || Pomeroy . . . . Ohio. 336 EDUCATION REPORT, 1887-88. Cities and Towns containing 4,000 Inhabitants and over from which no Statistics have been received — Continued. .City or Town. State. City or Town. State. Shelby . Lincoln ...................... Rhode Island. Rhode Island. South Carolina. Tennessee. Tennessee. Ohio. Warwick _ _ Penn fort. _ _ _ _ Oregon. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. Pennsylvania. finlnm hi a _ _ _ AT u rfreosborough . . "Ma.shvillft _ _ Tennessee. Texas. Colorado ......... ............ CODTlftll^vWft _ ------------ Dallas _ _ Texas. Texas. Texas. Utah. Vermont. Vermont. Vermont. Virginia. Virginia. "V irginia. Franklin _ ---------- Marshall _ _ _ Oirardville _ San Antonio _ Greensbn r£ Salt Lake City _ TTirotinpdon . . Pnrlinpton _ Mansfield Vail «y _ - _ - _ _ Colchester _ _ _ AT o o sss 328.0 430.5 225.0 137.5 233.3 160.0 190.0 221.6 500.0 266.7 208.2 Number of Sit¬ tings to— •99UB -pU9JJY 9SBJ9AY m sndna ooi q^a « 105.2 134.5 245.1 C- xfi 00 CJ> aSIS 1 167.3 117.5 131. 7 214.4 127. 4 88.1 •papoj -uasndnaooitpma ¥4 SO. 4 86.7 200.0 110. 7 90.6 138. 9 81.0 132.6 92.1 83.6 88.9 117.5 114.1 53.9 'SI9 -qoBOX jo jnqnmjq ojoiT A\ oj ejoqouojj opqy jo oijbji o Per cent. 9.4 40.0 28.6 17.6 13.9 21.1 22.2 28.0 9.1 22.7 25.0 7.5 15.0 26.7 7.2 •J0T[»B9X qoca oj oouupnajJY 9Sb -J9AY at spdnj; jo aeqmna 55 C)(Si-IOOOMHlO 05 C- »— 1 cd^docdcO-H^ IQ £^\Q Ci CO c3 ^ co 44.4 46. 4 41.9 35.9 — .TOJ fx pax? 9 u99.Ai.joq aosaoj; qoBg jo eoaBpaojJY <>4 jaojB -Ainha st ooaupuajjY PJJOX 30 B OO 00 o OH io 00 • liOiH S® to odcdooiot^ni • i^o i ! 89.3 108 5 143.9 105.6 •ponojua U0SI9X qOT?a JO ODUBpiIOJ -JY sAuq .ioqamjq qSejoay 116.5 114.1 97.9 147.7 120.4 104.7 101. C 97.0 117.0 .92.0 ‘ H COl>rHr-!COCOCO Sif5t>co»HiflCj6 6Tii gcocqcQtotccooco £ 77.6 27.6 65.5 51.5 60.2 87.9 60.1 •juoaqoana ojbat.t,i pas onqaj; m°X °t jaoaqo.1 -ua looqog oibaijj; jo orjug; Per cent. 12.2 46.4 28.6 CO • rH cc ! c4 o oo co 1 s CO -<I X Pays. 103. 3 156.8 121.6 109.7 145.1 161. 8 126.9 179.8 124.0 142.0 162.1 158.5 105. 1 © CO a •paiioiua; U0SJ8J qOBg[ JO 99UBPU9J -JY babq roquinx: oSbjsay h 125.1 145.5 129.0 149.9 129. 8 128. 7 116.3 iO O 05 ^ I ggs 114.0 CD *00 • • g ig : !: rH • rH • • 112.4 | 134. 0 | Ratio of Average Attendance to — •juanqo.iug; © Per cent. 71.5 71.3 68.0 74.6 65.1 68.5 61.5 74.3 58.3 62.5 55.3 73.0 65.1 60.0 57.5 68.5 55.1 67.8 1 'f 1-9 uoxjB[ndox U5 Per cent. 59.0 70.8 64.1 54.6 72.8 86.1 67.1 107.0 80.0 79.8 84.3 92.7 77.5 88.1 65.1 54.2 78.8 ID rH •juarajoiua: 9JBAUJ pun OTiq^d IT5JOX OJ JU8CU10.I -U3 looqog 9JBATJ,J jo oijbh Percent. 24.3 13.6 20.1 16.3 18.7 16.9 20.6 CO H • © 'COO-^COrH !< S °§ : S j^'SS*5 M tH -fI-9 uoxjBjndox oj juacupu -aa; looqos onqna; jo oijbjj « Per cent. 82.6 107.7 94.3 73.2 111.8 128.6 109.1 183.4 128.0 144. 3 115.5 142.0 129.3 153.1 95.0 98.4 110.2 117.9 128. 7 116.7 ‘tI-9 uoijBjndoj; oj auarujo.iugqooqog 8jbauj; pun oiiqux jbjox jo oijbh; « Per cent. 109.1 124. 7 118.0 88.2 137. 5 151.2 138.3 183.4 180.7 128.4 144.1 158. 2 138.4 121.9 122.5 a cs f c b i £ 3 > ■i 5 ? vi CALIFORNIA— COnt’d. Marysvillo . Oakland* . Sacramento . San Francisco . San Jos6 . Santa Cruz . Santa Rosa . Valleio . COLORADO. Aspen . Leadville . Pueblo . CONNECTICUT. Bridge-port * . Bristol . Derby . East Hartford . Eufield* . Greenwich . Hartford . Killingly * . mancnesior . . . | Meriden . | CITY COMMON SCHOOL STATISTICS. 341 O CO 82 it CO O CO o' t- t- o’ wci -#I> tow ^iid OlO t^o coo t> o im CD i-H O O O § | ae i li lOt'OMWOOH SssfiisSS Sals 1131' Si ss COCOC-rtHCSC- 5sS'ss33 ooot#lo gSS3 ^sli 58S83 3 »D id <*3 5 S§ o rt< t> cd -d n ci O'? t'O.OOOt'lOO CO 00 dw®«dcimcisdio rtf -d rH CD r— 1 H H N a® 05 co’nSS OiDOOHCDCDHOCDO ' s 33.3 30.0 23. 9 30.0 36.7 35.4 42.7 48.5 32.1 34.0 44. 4 42.5 34.4 57.2 37.1 40.4 34.1 36.1 54.7 ^OWIC^OO^O ! igggg&gs&g i •HHHHHHriH • '00 lit 1 i 169.5 133.3 . 1 78.3 141.1 I ift OS CO M N 00 jgsssgs 115.2 141.7 139. 8 150.6 96. 5 141.4 93.1 144.2 125. 1 Ion • io |il ji 139.3 130. 3 139.4 72. 4 88.9 93.1 109.6 145.5 124. 7, 188.0 95.2 150. 4 144.5 156. 3 155.4 eooaot>^iNrtio >c is 64,0 71.3 39.1 56.4 a • ■ a a • • a • •- • ■ ■ ■ CD -H 00 rH ID CD l>iDOt>C}O^CO C^CQ^rHt>iDCQOCOt^ ■ C* is 1 :S5ci§2 . 82.3 72.8 54.0 76.3 I CO C- 1-1 re iQ 34.0 4.0 42.1 12.5 0 3.0 27.8 1.5 47.3 14.3 IQ K 1.8 1.6 31.3 0 5.7 6.2 9.3 8.2 18.5 38.1 19.1 19.6 > CO rH • chh* ! H rH CO » 18.8 24.8 20.8 00 O Oi CO CO t> C- CO CO ID '• it, §3-SSS§13= := 96.2 136.3 128.2 120.0 142.6 138.0 130.7 121.9 121.7 95.6 71.4 97.0 73.7 44.0 69.4 50.8 64.1 63.0 152.6 146.8 132.8 137.6 125.8 155.4 143.7 125.7 116.7 . 137 a 138.8 130.2 174.5 142.6 138.6 130.0 134.2 104.2 88.8 89.5 76.7 62.5 85.2 79.5 Middletown . Naugatuck . New Britain . New Haven . New London . New Milford . Norwich . Plainfield . Portland* . Putnam _ .......... _ Rockville . Ufotfrv»/l * Stamford* . Stratford . Thomaston . Thompson . Torrington . Wallingford . DAKOTA. Fargo . Sioux Fails . DELAWARE. Now Castle . — . DISTRICT OF COLUMBIA. Washington . FLORIDA. Gainesville . . *30*I*«I Pcusacola . GEORGIA. Americus . -Atnens . Atlanta . Augusta . Columbus . Macon . ■ Romo* . Savannah . S§ 2§ 3 2232 Table 25. — Comparative Statistics, for 1887-88, of Enrolment, Attendance, Teachers, and Sittings in Common Schools, etc. — Continued. 342 EDUCATION REPORT, 1887-88. ! rS •quota -pang oq aanspaaq -qV 9Ssj;9ay jo otqeg £ Per cent. 00.7 82.5 © ® © © t- © © cc o rH • i> ■ LO O X H O • . § jg jg^gggg i i i H •fI-9 . uotqnqndog as •M •« © © ! o »o n co |^6 k ■ Ah • O C5 c4^ Cl ^ Idtf f-!r-<©«t> © © d P © CC P © cc © ^ •Sfmpimg; n oq eSmqqig jo laqumvi aJteiaAY coot- 111 tii ills SHCOOWt-I^OLCCNiOlOO iisiiiiiisiiliis S.l 0-8 ll |-3 •oottB -puaqiY 92bi9ay ut sgdng OOI q^SC « III ■^OCQCUMOO llssSIS iH-^©©lACOCO©lACO©OCt-COOO® 3SlSSl§s||sra§S3 •panoi -ug spang 001 ^0*3! « WOO rJrtra Ofto T|l O O M C! 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Tjf i— © §g£g ig'ggg i»gs§gsg|§*gs J s » . 00 Hi * : ’3 =3 : : :® : c.?s : :3js3 : >■ lifill 1 llislljlfliiiliiil g £ «pfll! £ , I ?Sij«lfi|l{?1 |lSlii||4l|*|IJ!is|JI«il|H IH SI5§ISSSS33SS g3ss§sssaas3asasssisssssi3ss 323 of 1880-87. Table 25. Comparative Statistics, for 1887-88, of Enrolment, Attendance, Teachers, and Sittings in Common Schools, etc.— Continued. 344 EDUCATION REPORT, 1887-88. TO o o o U1 & to •juaiu -■[o.iug; 0? GonBpnoj -?Y Qabjoay jo oijbh; *>! . 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Xio^l X X CD gss |SS cot-t> i 10 — i c- ^ aa In cstftNON §|| jgsgfs i| SggS3 « • i i • i X O CD d CO CD t- S ggg N N || ID I ID X* * sjss'j -ON I 0 p is 0 o Ui ■ • i > • i * • i t • ■■•• • •»•*•» i »• * iiii ••••••■■••I !!•• • •••••••■•> 1 • ■ • >••!•••»■«» Il|| »III I 1 < 1 1 t 1 1 1 » 1 h ^ » 1 1 • « * 1 » * • l • • • Jjj H l ' • . lHll(flillr' Ol ■ -Jr 1 * f— « « » i i • i i i Jr O • i O i-f * • ••*•• » *-> • . ~ e ::::::: goa :-r = »i|li{ljs3i B ?Sgjf Is 1 if 1 iJUfl flffs £ZS~i : o 1 || \i\ :£ : •p-g Hli &zh ti 11 E i £ ta S ; i i.ni* i? in *<*«d s I » 1 • » • 1 • « * 1 « » » • » 1 • 1 * 1 • JJ| III 1 1 1 1 • ■ III! 1 1 1 1 • 1 * • « • • • • • i • ••II » • l « 1 • lit* • ' * I • 1 1 1 1 1 ■ * I • 1 • • I ■ ■ : •*- ‘Hill unit ill 1 i d : in i 3 |1 | S3 | • = % ji !l sSSSsgsSals mm-MM 11 S8S5SSSIH888S8 883 * Statistic* of 1880-87. Table 25. — Comparative Statistics, for 1887-88, of Enrolment , Attendance, Teacher's, and Sittings in Common Schools, etc. — Continued. 346 EDUCATION REPORT, 1887-88. JS § £ ,d I •juora -pjug; oj aouupnoj -JY oS8.i9ay jo oijcg; is ;s : t> : : * i i ONNMN 'MOO^iflOMCi . COOT • • : j b-r-i ia-^11 ss's's H *o "S 0 3 is •tt-9 aotjupidog; Vi •P4 Per cent. 3.8 » o m cd Hfl5lOOlT?HHW^OCO « in 0 t> rf 00 cd 0 t> j ooHOrteisooo^Tfi •juatajoj -ug; poqog omnimoi =f! Per cent. 3.0 •OOOO is® WOOMCUSH^OOOOOOHOeSOftlNO®^ loo cjio-^ojTpcoiojia ri? id ol 00 o' ■<* id •<* 0 1> ©’ © j 0 i •gmpTina; n 04 sgtKjjtg jo iequrajjeS'B.iOAY OOOOt-NOO 0 • « I d 00 m m o m o r»o * i ! ilsils i^sssiE'l°s . . . Number of Si t¬ tings to — •90UB -puaJjY oSbjoay hi 6jidxig; OOI rpng; « «( SSsSlISs CO • • • CO O CO O t> « 'HOONO * CO m 0 3 j i iSISss i '0iz :§§S i » • _ • i • •panoj -ug;siTdii«9X qoeg; oj ootrBpuajjY oStt -jo ay ut sjidng; to .raqrang; owooot>oO'#n[-Ht-e)OfiHTjioi> COHOO 33.7 30.8 27.6 — joj n pun g u99Aiq.9q uosjoj; qoug; JO 90UBpa9JJY °4 JU0[B -Ainbg; si eounpugjiY PJ°J[, Tj Pays. -h th I in cq as IgSIS 199.0 226.5 201. 1 193.9 182.4 191.7 202. 2 218.2 232. 7 138.1 213.9 200.5 • to ow iisS ■paipjag; | uosj9 [< ^ m « m m is 160.2 110. 3 137. .1 155.3 151. 1 168.6 141.7 151. 6 133.7 141.0 148.3 OOON 1SS3 ■ © • t> IS il Eatio of Average Attendance to — l •juourpjiig <9 Per cent. 72.8 83.2 70. 3 84.1 72.9 CO©©COt>©(W©©'t> sssggssss IS i •f 1-9 uoijrpidog; oj jU9mxo rug; poqog oiuaipj | pun oqqnj; ppj, jo oijBg; « Per cent. 128. 5 126.4 174.3 120.5 ©r-ICOTPOTt~©CS©t- giSsigissS . « t»© 00 ' c- sgsiSSsSs :§ . . L City or Town. wi MASSACHUSETTS. Adams . Ames bury . Amherst . Arlington* . A+Tinl J \i j j | j i ill! Mi Braintree . Brockton* . Brookline . Cambridge . Chelsea . Chicopee . — . Clinton . . Concord . III III ; ; i 1 Franklin . . Gloucester . Great Barrington. .. . . . Greenfield . CITY COMMON SCHOOL STATISTICS. 347 oo«J»t'OOon»?)Mt'C5i-ia SS^§3S§8SSSS55^iS © * .rtftnt'a jssriss t^HOHMO ssgsiss s • • O Cl C5 •O^'^OOO't * O Ci ss j j^sss i jgass&s issS fjHOocnOHnocio^N^a dox^ci^cvicVVNsiaJc &7 rt O t' o n o •(t^wnoo ad © e> t-‘ «5 t4 s>i © © ad © © ■+ © jj a ft w>-t©©r*®ftr* -4 <6 -r © od t4 ^•COOD'OO «©*rftftr* ©^©©©©odt^odnSt^oJt-^c^i^ © © ’ ®1 : • © ft 30 ft * © mm t- © oa t- .-< t- © « sggsggsg O O t> ec o SlSsii ^:il3HOOOC3Cl«^«N 00 Y O O HH S»i23S5§ rH d ^ 1-1 O O sg © © • 15 j • © t- 1- © .-I Igggggs © e © © © • ■ © iitii 1 © © t- © © iiii- ©©©»«»©ftftftb*ft© OOOdkOb* gSSSSS 5| © • : ■ r'O'-ixaH :§££§|2 ssneocHfix g||g§|2g © © © ft © |gg§£ M»Ol3l> • M X X ?1 w Cl gg|3 :|§3SggSS ^ l> X 00 O t- SSSSgg X © s'g w©a«ft*«ftft©ftt-«©*i‘t>P-©©F-,_ie-t>Ti©©«r*©©ftTj«t~.-irj< ©*» ad ** ^ © ad ad t4 r4 r$ © »\ft ad © c4 ft ^ fc4 1> © od © *«« c» ©’ © © .4 © ft © c-.' r-‘ t> © rn «» od ©' © «ce-« • £32 :* 5T*!sS!rfnt*ai'Hoisa) fc-ftr-!ft.-t©rt»©©T5«fte~'»i<©,-(©©rtft©t~ft>ft»ft©ft Irr© 120.1 220. 1 107.1 175.7 • © x • c: ci ;g| isi ;; -r « t~ © •' o MM is © i © © ft © © t» ho I islSISSSl « t- jg X l 'dX^CHt* 'i \urim i © © c III > ! ci • « cc o ; loo J ! :*> : :SS i ii ® © © © |S|| I © © • © © ■ e iEfS iss ii 'HH ■ r- ' tM « Y M © © ft ■ © mii is ft i r J © _| X o ft » rr S iSlSSiSSa jg a rH ' © t> rj- imco ft I iasSssa li © 05 ft S2= 5 • X I * t> X i is i is§ • © © © '6 £38 is :«H«fqr,xxccc6^ £gS*gg££g£s££g Ht-ccjia^oco^xx »*? ©eq©©©aq*e«*s©©TH® © Irj*© i^S i © © r*> ' c sss Is 5©©©Pr©r**©©rt©®© 2j2*?PgS33'gg§§SS •i rH i-^i— 5 r-l r-< H i ©t>r-:©© — oftft©©© l> c: X X C&vH O X ^lOr? O Xt* ^ *t-co sgs|385ss|=|gi| jgg ©or* i sas ;= i © *f ft © > i © © !© !©®« * t> ft rH ■ t- © I ft ft ;®®^°£g :doc5 iN'® o ! © © © I> ft « t- :asss^a^ . » c ft © © C- ft i ® © r4 W r-i t-5 ©©rr®£5©ft®t-'©£>l>®©:6i*(Tj.ft©e-T?©ftftl>©rt.-lft«ft g|SiggB||i2|2||g|g2gg*§||8ig2|ill XHt»Nl>OOMOM3Xt'NXOO^ 2gis§sg|ig|i§ss|§s et © cc I « 2sS j! Sxncsco imm I © ■ ft © S |S isSS I © tr- © © ft o ! « © © • iSlSSHS \%M ii r-» Cl || X o ■ T-r c- -e- © © © © 1 !oc i Miiiii i i! issssss • * • 1 j : i • fit! lifts W yjliii: r : i : ^ : tc « • « 5 • Njfti iilflll sssssss ii ss »■■■■■••■* ■ ■■>■•■111 1 1 i 1 1 1 1 1 1 1 1 1 1 i 1 • 1 1 1 1 1 ■ • • • 1 1 * 1 1 < » • « • i irj i ■ 1 ■ • ■ ■ 1 IrH I ■ ■ •*•*11 i) 1 • ■ t 1 * 1 1 ■ f*r! ■ ■ «ijll l|l cliffs- j i ffl 1 i iil m m i i*o §« i yilHli Islinii : i ! i iil •3-3 ^ i ■’3 : i i > i © — ■ i ■ : : • ufiii lsSa3lllSilaiaaaisSlS§IIS8|glllgggg||g|ll»Jlillill Statistics of 1880-87. Table 25. — Comparative Statistics, for 1887-88, of Enrolment, Attendance, Teachers, and Sittings in Common Schools, etc. — Continued. 348 EDUCATION REPORT, 1887-88. CITY COMMON SCHOOL STATISTICS. ■**<0 • co ste is 74.1 77.5 70.7 92.1 55.7 79.8 70.8 83.6 66.5 89.5 CO CC a> oc t- » • CO N • • N • • •** t- ' H fi 5>1 rt ^ • : S23S i :S i jSS&ggg j 4.4 12.8 18.4 3.5 • |> OO • C^J • 1^0) • o • 05 jo o • ^ ; co : idc4'^io 5.5 10.1 11.8 3. 1 6.2 3.1 11.8 7.7 4.1 0.6 3.6 05 00 t> O rH t* CM iodide o^i>ed OO HO I O 1-4 I It-iOlOlOt-t-HOOb- idido Tj} o j d t> j jideid^c^dcsidid© 250.0 190.8 220.0 225. 0 375.0 200. 0 225. 3 250.0 200.0 190.0 180. 3 250.0 157.1 268.8 470.4 400.0 ICO. 0 479.1 221. 4 466.7 IOC m > I t^OiOOOOOOOCOlOOOOOOO i i SlSlIIllSlSS^SIl 159.3 142.4 142.0 JOl. o 115.0 140.8 172.4 127. 8 151.5 141.9 158.9 147.7 127.5 146. 5 216.6 140.4 180.9 127. 2 164.6 onh HooinonoHio^'#(e'f®i'Ot-N EsSS ri rt H HHrHHHHHHHHHnriHHHH 107.1 105.5 101.0 77.2 102.9 72.3 112.3 120.0 90.0 101.5 73.0 93.4 • OT)iOST|I^OfJ 104.8 176.0 221.6 185.6 133.4 122.9 168.7 • rH ;3 cvj ! o « s' ;§ i 141.8 89.3 61.7 75.5 132.4 173.7 149. 5 102.3 155.7 88.5 108.9 111.0 101.0 101. 2 70.8 77.2 118.1 160. 0 150.5 80.8 137.8 iH b- « < 30081 C-N t-i-l an 113. 5 132. 8 124. 8 120.0 136. 0 140.6 110.0 103.5 123.1 109.0 112.4 107.2 133. 4 127.3 109.5 124.7 114.3 125.8 119.2 82.8 131.1 101.4 122.7 100. 6 122.2 116.3 114.4 103.9 07.2 74.1 71.1 IOC* t>00 CJOlOOO 64.5 69.6 70.6 65.5 69.3 78. 0 70.5 64.7 64.8 65.5 70.3 61.3 77.6 72.3 69.2 68.1 74.1 91.2 67.4 60.9 74.5 56.3 77.3 67.6 68.9 61.6 72.4 05.8 54.6 94.2 111.3 95.7 66.1 61.5 93.6 • t>- |3 3 : 59.9 t'-OOCS t»HOsDHH«C5t>COlOCOH<©H<50HN 30.0 10.0 0 6.7 31.4 19.4 6.3 0 0 • CO rH • ’ ^ co l- • ir £3 S3 :S st- eo o ■<* co eo os -<* t- I i I t#i os o co t- jo : j • I ■ • • • ■ • • 81.2 127.2 156.4 111.8 152. 2 82.9 87.8 132.4 • O is . f ‘69 91.4 • O UO ■<* N inesarJO^OHONKOt-ft^SO 116.0 141.2 156.4 163.2 120. 7 109.0 141.3 i i 138.6 177.3 96’. 9 136.2 139.2 124.5 113.1 154. 2 146.7 91.1 102. 7 143.1 127.8 140.6 154.1 83.4 151.8 Negaunee. . Niles . l’outiac . Port Huron . Saginaw . West Bay City . Wyandotte . Ypsilanti . MINNESOTA. Anoka . Brainerd . Crookston . Duluth . 0 y fi ill St. Cloud . St. Paul . u h $ i ll 5 j 1 | : 1 a § § ffi Vicksburg . MISSOURI. Butler . Carrollton . Carthage . C hill ico the* . Clinton . Columbia . De Soto . Hannibal . Independence . Jefferson City" . Kansas City . Lexington . Louisiana . Maryville . Mexico . Moberly . Nevada..-. . 2SSSS§§g 8BI8BBM88S8 888S 881238*2232383888 Table 25. — Comparative Statistics, for 1887-88, of Enrolment, Attendan-ce, Teachers, and Sittings in Common Schools, etc. — Continued. 350 EDUCATION REPORT, 1887-88. High Schools. •jnom going oj aotrepaoj -jy oS'B.ioAy jo oijB'g © ^-jiot-nestON j t- • .nt-wBoo oton S rt oi o' aj to' t> • c> ■ ! © co s4 © c4 oipooi a0!00000t-000 • to . . c~ L~ cc 00 L- OQ CO QQ 00 k ; ; ; »» . . . ^ ' : : : Eatio of Enrol¬ ment to— fI-9 uoijBxndog H w'ooono j o> co to wooHt-oooio oococo |iOdricJ IlOOO© H «3 l4 00 to !> «0 Ifj 00 cldui ?» ; £ : •jaoiaxo.1 -nS xooqog oqqns x«}<>x H V* ^C5CCL>-T^Hr^O ^ CO C0 C5 ioHcooop co qothmmhoo t> o o *dcdrHHi©cdl>»d cd oocdHicdodcdcd cp id cd NCOOO'^O^O OOr^Q HHhW^C^CON rH ^! oocdidcdrHOod cd cococ>cdrHi>cdKd L'- (MtOCOCOOHCOH Q) rH rH rH rH rH rH rH rH rH rH rH rH rH rH rH i 00 • »H * t" •poiior -uae[idndcded*Tj4 rh sdn'csdaJda) QNOCOOOOOt-H O £-©C500C5C000t> CO rH rH rH j CO ' oo • CO • rH •sjo -qoB9^ jo jeqnmjq opq^ oj Bjoqocox jo © Vi. •gOCOOCOOOOOH O iDlptOCOCOCDrHrH QHO §dodd^oiddi> cd rHOt>Tdcdt^’^oJ c> *h cd VCNCSICOtH IHIO rH tH rH HH ** £ \ieqoBox qo«g; oj eouBpaoxjy ojsu -j9Ay ui sxidnd jo aaqumjq © THCqt>C005CDCP OOCOOCOt^CODSCQ CO c^udcdrjieooid cd id ^ to cd id r>^ cd ci t>I TtimcOCO^tOTH CO COCOOO^CO-^COCO ID i ® i ® -ioj n pun 0 UOOAAJOq UOS49J qong; jo oouupaojjy oj jaoxu -Ainbjf ei ootrepuajjy jujoj, ® Days. 119.1 72.9 60.6 151.4 107.6 54.7 140.0 155.5 184.3 164.3 151.0 172. 8 116. 8 151.7 141.3 • :£ » *H •ponoaua uosao^; qocg; jo eoacpaoj -jy sauq; aaqamx ©SBJtoAy 96.0 159. 3 132. 0 128. 9 131.1 97.0 170.2 101.4 105.7 124. 9 123 1 118.6 169. 8 135.8 129.9 123.2 ! 0 • o . io 1 rH Eatio of Average Attendance to — •juonqoana; © *§ K Gh In O CO Oi CO ID o lO Ttf CO ID Ci t* o cd cd Oi cd o c$ tj? q id id tj? \ri cd qd o CD co CD CD CD 00 • ID CO CD CD CO 05 !> CO CD Q5 • b* is •*I-9 uoiTtqndog » | Per cent. COIOCO • Ttt rH CO ^0^000050510 l> tdi>o«idr>cd id ooiHt^idcd^odod cd OCOCO.OOCOOa !>• 000500C005Cpt^C^ C5 • •jneraiorng; qjbaijx pun OMnJ I^jox oj jnemior -ug; tooqog ojbaiix jo oijBg I? t> lO LO to ■ CM t> O ?H • CO CO »C D Tfl 00 cdcd id rH co ! cd id co co *^cd Itj5tHQ cd C5 • • (M t>- • Cl O ^ ^OOONH • • (M Ci CO CO • O rH • O CO l> ^ O CM CO lO ■ *(MlO iO.^CO'OiCOrH O , HHrH » * t-H tH H »HH • HH rH ■ • • • i i • • ; • j^ • ci * CO City or Town. missouei— continued. Eicli Hill . St. Charles . St. Joseph . . *. St. Louis . Sedalia . Springfield . 1 . Washington . . MONTANA. Butte City . NEBRASKA. Beatrice . Fremont* . Grand Island . Hastings . Kearney . Lincoln . . . . Omaha . Plattsraouth . NEVADA. Carson City . Virginia City . | gig Cp CO S5 CITY COMMON SCHOOL STATISTICS. hnn • (ErtMren £53 SSSS-SS • • • o i i • CO js jS O Cl £g£t $& • • o ! j* ssss •H ?1 CO • S3 jg j © • © oo W i © oocjo*eon^-i»i-i • ^ 1 © ci -* • ^ 1- • ^ loo • ioddod t£ |oc4 o « • cd o ;§s oo 1^^: j WOO io"0»0 o ' frir-* CQC^iOO-rrtaoc- • 00 (M C5 © ^* t-csc^ Moca uid^d^ cj • © cd O rl cdrdodrdrd^-^T? loo COrt OhhVo e*o«oQ 1 sgg : xcm Lioo^>roooooc:o»ooc:c'— imc-*ciooot«o .-i eo ss © io sH^a ftM&SBSSS&gStfS 8*3818 lsssl j • o © ;S2 «xq 1 sss j . OHJpN CQQ^h. • rH CO ©©^t>C0rt^T?<03:N03r-.t> X t> t- r* t> © X © gggg gddg i|| jgs gg'gggg : © o •ill pi . ■ • © ^ © CO Cl^C'H ii-«hLOO 'CJCC^CISCSXart.n^Cl CWH.CCO |8g£ g£3S :§§§ IggS^SSSsgiSgS; JggSSSg ' X © j|§ OCCi OT*nO.“,CKCNO0Ct«O jeS^i o CO « d xa ClCNOX * ( cd cdoddd 1 < © X TC ®SS © © 03 ' C! Cl 00 O X OHC» 'CX 'Ot>T?X«'CCC5XHXOC5 sss jsttMti dissd isff jgtiites&sisEssgigg XC5 KCClt-C^^XO - . ~r b* >o • i Is; C? t> © HtpHO ' © ^ '0®0WWc:t-^I>C5C^» 2gg| f?§§® -s ;|||gg5i^|||s| OX <0^X0 » t> CO « II igsgl :§| : i j - 15 010 ‘ m\ ocicn «iax *©« gdgg llll ill jgg D-50C5CHOC3 1000 SSdSSSSSSS ^C5 ^liCraeOONO Pg gggllgggg ... - - - - . 2$£gSggggiS :g5 :£§ — x cjorNacicox ss sfe&g^ssgs 3 its : 3§£g 3S§'$ is§ is^s£is^g§§§gg X O • WlCCO • 2S iscgf e2S : t>o §s « *e> .Noona « > ■ ts i^iaeooc- ~ is i§§“dci ® i :g i i iji . ^ x n h t? : i c: r- c: t> ci c: h csrot> ■ sssidsas'^sitse^ sissss ; r?« CD r? Iq 1 leoHb>to xhw© t> © x x § :§ : Sis® i“®^®3 ^ : i : i a • i> N N :3 Cl O O 1C o 1C CJ x !> sssgis^gg gsddg igsgg . j i r>rH d © . . « , • © . © • » © 60 x* © o * < W 'HQOrtN a is 1 i ISs§ S I ;§ is^gt'S iji ill ■ WhOTjiftL'liOXttiOrrTrt- • O X « c S5glg'SS=5:lSsa iggg| ; © © gg ijii i 14 i H 8 1 1 s ai S! ; 5 > i 33aa; i • • a » ■•(■•■•*•• • 1 • • » • 1 1 1 1 ( • 1 1 1 1 1 I t 1 ( 1 1 1 1 1 1 • 1 I » 1 1 1 1 • • > ■ B I | t l 1 1 • • • «•»■•»•»•• • • • • • « • » 1 • 1 1 1 » 1 • •»»• vj < 1 * i • 1 « 1 1 1 • I » • i S *•*_••■«•« • ; i i • a • • i | i i • i • i : : : : j § * : ; : : : ; •* : i\ ijfz in&mi 11 |ll 1 iiii i min up1 ■ ••ltltl** ll«l»lllll • ••■•»*«•» ■ 1 1 1 • I I a • 1 ■ t • I ■ 1 1 1 a t • ■ p29 a • • t * | ■ • • O i i > i > i i « > i • • t tl * 1 ::::=• : S ^ . — * • i||iIlSlll|J ■ •» J •«»«•* : :l J ! i i S-J ; = & 2 = r =SJ » =!s;=3 ijS J2^|SS is* < CS ‘Cl H • §'§S js's i § o 1 1 o © p © © a « •n-o uoijBxndox vi ~Ht> it-NMOMHH C1HO § i-i ci ItjsswiodrtooooeJ : Ch : lO CO ss O JO CO b- HO»°d I o CO CM •JU9UIXOJ -ug xooqog oixqnxxBJox vi Per cent. 1.5 7.9 10.6 7.5 11.5 4.3 11.0 44. 1 7.2 0 12.3 (5.5 0.8 t> CO 88 CQ O C5 O CO odoo^odcio s •Stnpimg; v oj gfla tjjtg jo'j.9qainjq 9§ bjoa y JA vi ®«»O00OH«ClO«O5575OOC0 l3SlS2SllliaiSeSl o o o • O O O O CO §318 iillsa Number of Sit¬ tings to — •90UB -puojJY oSbjcoay ut fijidug 001 qoug « w (SOHNOOWIMHOCONlOtSOOiaO HHHrtHnHHrlrlHHHrlnHH •i-ioococoia S||2 IsIggS » •p9XIOJC -ugsxidnxoOIiIOBSr vi vi r#t~CO®OU5Clt-(Mi-llSOOOiaOC500 ^s'^|g2SS§'e^E5§sgs|| • CO CO O OO £5||3 :|§SS§ •SJ9 -qoB9X jo igqumii ejoqAl OJ 6J9qOB9X JO OIJBH' © vi »oHCQ 'HOH!DWOt>HHOOO)h»WO I** |c»ie^^^eoeot>oS^c9i>idoo 1 ! CQ •aeqoBox qoug- oj oouBpuajjv' -j9Ay ui Bpdnx jo jaqmnjq; a OMOOt-CSOONOOl-a^OWNt-IO l>C5H0C5 0^0XN — JOJ fi pun 9 u99Ai.j9q uosasx qoBg jo eouBpaajjy ox -Ainbg si oouBpuajxy jbjox X) ONOWOWWOOO^^Oi^ ||3Sg2|gS'^gg|K| u CONOCO ||||g XCOC5^ gill •Panovs: uoei9X jo ooucpua; -jy s^Bd J9qcun_^[ oSbjoay *• HNiHHQO!3U5HHlflH«lSONMM MOHOOOOHiC^X §sls5sS§s2 It.atio of Average Attendance to— •ju9nr[oxag •uOMOOOMHN'Ti^.rtOO^rilOO^ 1 COCQlCl>K>COCOOt^JO •fX-9 uoijBxndox *5 •wOSWMMO^HOCQCJOOONH §SSS£S£2S388£SfS i IOCO 00 O a jo co o sgssS •JU3tU[OJUg[ 9JBAUX pUB W°X oj q[u9cnxoi -ag xooqos ejBAUj jo oijBg; IjOOOOt-OOOlO I I ^ CO 88 j” :° :g°S Si : : : °-i ; : : : ^ O IhHO O O CO | CO CD tH •f-T-9 uorjBxndoj o; jaamxoi •QjI looqog oqqnj jo oijbxj; « «'oeh'C-!Oi'©S'<#cc®i>i>os igSse'^ggSsB'gsassssa 4 . . . T*< SS CO Tf O OQ CQ |22§| 10X010 g'sggs •fl-g uoxjB[ndod oj jnoraxoraaxooqDg ojbaiij pan oixqnj xbjox jo orpeg « •*orj< I^cswoooh Icq •' i> • l§ is is i »— i * H H rH H rH • rH • rH • | : : : : ^ CO II I CO m \i CO § 1 City or Town. H new yoek— continued. Cohoes . Coining* . Cortland . Dansville . Dunkirk . Ellonville . Elmira . Flushing* . Genova . Glovorsvillo . Green Island . Herkimer . Hoosick Falls . HornellsviJle . Hudson . 1 | i a^5-g HIS! fc*J o n |a P o ■35 O c J a 1 §3335993$3&S9!3!«3S§SS!33H CITY COMMON SCHOOL STATISTICS. 353 . . . • Cl »MHN • . X N OO • 9 kA t» kA i : : is ig£S§ j i$5SS igSSS CO s T& ;£ : i : . O • t- © 30 kA •© is i is t* O 'SON ©’© © ' id • CD © • © © © © • c4 o co io CO 00 t? GO © ! rH oi »£5 co co ' © co re • OC •»■ o co : aid HOHt^n 00 00 O 23 id e> ■ r~< • t- « re -' C3l©HOO«C5 ! 00 j©T? • © I awoHMHrto © oi I *>c^ido6©idc*id ■‘ oo©t>coco©^c2 gllSSIsS OXOXAt-AX ' AN Ills MM iti ©©^HC0©C^l2©i-H Illslsl3l © 1 009 kA 00 CA IA f*» O >03 ill iiiiiiii SSS'gSSSFS r'HnHHnr«n lA >~l lA t- lA -«r OS •*? ■ © rj> lllgggll jgg OCOOC^^HOHCO ggggfjgggg id © t> © HNNC-00X I fH g|g gsgggfl ig sssssgssj ©tXM©©©©© 1 t> t? gSSSSSSS jSS O^OOCKO»HO cSS'gSSg’gggsS ICO CA kA CO ©AX-fl'AA ■© 33S SSSSgS is t*t'»H»t'AOt'XNMt>X^HO't«cn»NAon» 33SgS3SSS8SS58SSSSSS§S3S88S&SgS C-ntOlOH «^-#H®X»«S SSSSsS S3S3S33S t?0C©COi-?©00© m t-H r- i r- 1 r— i n i- -i tt i ! © ■*?• IA C3 ■ C- -t}! OC lA ■*!><-! ?3 igggs i||g||§g 00 t* IO CO 00 I © ggggg is T? ©rH CO© *H T? ggSSgg gS © © 23 © 23 mu t2CC©©©OT?aO©©©CO^©©COCO©lO©CO©»Ht>C3COt-k2©ea g?iS;S3g2§SS&S^g$283§33S§358gg$3S HHHHHHrtHHrirlHHrirlHHrtHHrirtrtHHHHHHH C0^C0©r-i t-H t> © GO 00 00 CQ 00 SPSS'S oacoHCiHTjKoot'NTjoHanct'Cont'aTrr-.t'rtT? §§§^£i§sgs§^3§£££g££££jgg£2§§ggss r-IOOOOO WB^OOSHn# SiSSSg ggE&gggg gSSgggSS I m ro 23 loioawoHN igS§§ iSggS^SS LOlCr-CiCi It? SSSSS © © © © © © rH sssss &§ C5t>0000 SSSISg t> t>> © 00 N CO loO»fl} Cl > X 1 cd CO M ■ tH » r-i i i 21 © CO © CO s£®ss ©©©©©©©rH ggggSSfS > ;i © h cj >H©t>T}iotTi :§3gS igggSgSS i » i « > • 1-H t> © CO © I 00 gg'lll ;§ CA t~00i-i00 ©Ia sg »1 C2 © © rq ggsgs co r-i © © i>- r* I ri ssssgs is HHHrlrtH * rH « CO ^ CO CM iOi©LOt>S5 iS3s3 :§s3«3 CO t 0C ® CQ ~M> 1 Ci |||=| i| r? © • C3 ■ © **? g§ ig i gg ■ Ci CiOO i©ir:CO«!©Hi(M d co © d t* TjH cl d • d 1 : - : m : : •juauqoj -ug; Tooqog oqqnx inox »ifo-i©iaco©i>eo»at>C5t>©r-ic-c~©©ooo©©© § ^ ©" d d © ^ rH © <^ co oo rH d oo d ©‘ ci d d © co © co d 1 •Suipxing is oj eSnpHIS J° iaquruji oSuiaAY 99 «=* OMHO ills OOlOOOOMOt-MC«CI>^OhfOMf5C!WO SlSlIlSSlllll'lSSllllglS M ] oi O 07 1.3 3 ® •eoure -purajJY 9SBI9AY insnOCMMH^OOC5 0N«OOOOOHOOOMO S|||£S|S|§33SSg?2S‘||S5S^o3 | -qona x jo jaqran^[ 9Toq AV j oj Bjenouex airK jo oiyug; e & Per cent. 16.6 6.3 5.2 6.4 cq©-aeooot>CQ©©t-©ecjiocoi>©©cot>©(M \I9qDB9X j qoug; oi oouupuojjY 9§u | -J9AY ui S[[d.uj; jo J90LnmKj; & cooooo-9.©t- ! eci cq © oc >-i © t- © co t- © © © e- i-h t~ ao rjt co Msi isSSiSSSssSSiSsgSsssSSsg Ratio of Average Attendance to — •juamxojns ■w^iMC^wcooHCCioioooairjoHt'OCOHOCiooioci #fl~9 uoijutndox ! « «OMICOOOMOIO Ihcocooooogoiocohcsohccxm i lO 1^5 iggggsgs’gesjgggsSsss & i j •juouqo.iug; qibalij pun onquj l^fox o; jnaoijoa: -Ua IOOqOg 9JBATJ.I JO OIIUJJ Per cent. 32.8 10.4 30.4 19.7 HI>^0^©OC10COOI>^0 H I 'OHO « lO rj< I jSS j ; j i i -n-9 uoijexudox oj juam^oj -ua [ooqog onqnj jo oijbh; . 99 •»olOC5N^ WMO^ iONMHOONb-OOWt»Ot'ON ! 00 CO rH iHHHHH -rH Rh : : *fl_9 nopujndo j oj jpauifoiiax tooqog a jbauj pure oqqnx pjjox jo oijbh; « Per cent. 112.3 112. 2 126. 8 106.3 rH 00 © *©© rH 00 CO rH ©© 00 © 1 ■ t- © © ' i© • m :&&&&& : |§“3 j is 1 City or Town. H omo — continued. Cincinnati . . . Circlevillo* . Cleveland . Columbus . Davton . Defiance* . c4c*c3''*coa> x ! 1.9 1 j 14. 3 • i » * Cl • • oj C>- • ui od N^xoooooox^ooacoo Ojjod^CD •H I CMOHWr^X • !> I -HCOCO^ rHrHlQ ! o ei ci if d t-; NXCI Z> ^ Ti odxfcoirfood 00 • o o i iis 51 1 XOOt^WOOOCD • HiMiiii \ CO CO CO al 1 OCOCrtC^t'COOlflOt'ChCOC^XHO SlslISIIISSlIlIgsiggsi ^ * :§ CO s ooocqoooiooocoeh • sSSIasisS i O O SI 1 N CO 55 « ‘O O • O 1$8 CO LO CO LO CO O ® Cl CO 00 rH £§3333 111.8 10G.0 00 § ooco^ocoho ’• g&f33*8fj|S5 j O tH O 83 g5 Cr}IOOO^OWaClC5HOHN |3£3g§3£g8||8§§ XMONOO ^SS2S| 12.0 7.1 17.6 0 3.2 16.7 OOHWOrtHOWt* HrtrJ' CCNXOr.t'^O IH t* -*■ *H COr-i,— COH-tH^t^CO 35.4 35.2 . 3L» O ^ r* OOOC CC ^ 1M X O t> H X o 5 K O T« if 3 38832? CO Cl 00 O CO EH S358S3 OMO £33 CO 5 tH ^N^l>fOOOO • CO sislllss is 0C T?< : H H i • : :^2 :S : :3S :S 1 I • 1 ■ || Ml ! OHH III o § ^OOOOONOXN CO 00 CQ OH t>OON XCHO S^| ||||S|2g^ t- ci s ^C©C30 ssBlS OHOiC EHlO |S|g|g MCJt' Nt>WOC5MC5Xl>OCHO Cl ^ tH .*0 O X O H C5 C O 5S£££:££2;g3£££8 gSg 888£S3g3£ o 1>'CC5C1W sssss OtHONXO 8Sg£S3 OLIO sss t>accin«OHLSct' ■ -r-i £8££8i§SSg§S :S i O Eh I 38 i f! * tHH • ^ i idl is IIP EH 00 • lO • • CQ Csl :33 :.S : :§3 i-si=t~ o a n c cs ci t> o c s ms “33 S^S^aSSSS*10* ®sss ess co^rHcoi-icoicciio oo 83£3sMS83S8 CO CQ 38 m IS SI SI Is tm I = '-H 1 fljfl 3 Hiiiiiiiiii m [ Mtiiiiiiiiiuiiiiiiiiii SsSIsillslSIllSis ISS SiilSI23SiS2SISiiil5SSll m >= = : I iliiiill 'Sis - * > E.£ of 188G-87. Table 25. — Comparative Statistics, for 1837-88, of Enrolment, Attendance, Tcaa'uvs, and Sittings in Common Schools, etc.— Continued. 356 EDUCATION REPORT, 1887-88. CITY COMMON SCHOOL STATISTICS'. SbT • CO 00 CO O 00 (M o jggfSSgSBSS CO S2 at rH iO • • • • CO CO o> oo SS si:: isssjg iss 3 : 79.5 75.5 75.8 74.3 73.5 • • c~’ o t> oo co 1 CO CO OJ fH^iO(N coco loocoooo^ifiw 5.6 5.0 4.3 4.8. 3.9 0 2.8 L *?. oo Ci %n o cocoo ^ CO oocooooioownco o £ 152.6 62. 2 285.0 95.9 75.6 97.1 120.0 238.6 211.2 42.6 100. 0 137. 4 751.5 288.0 603.0 477.0 300.0 277.8 420.0 137.5' 270.0 ^ooC'WcoHrooc^N mmmm lO | oo h co Ir.OHfH m :SSS33 CO CC lO C5 O ggg §s 113.4 106 4 163.5 100.4 125.9 121.6 180.3 100.0 87.8 109. 7 104.4 96.1 91.8 90.1 120. 0 92.0 112.1 90.1 COCOOC^COCQ030 SSSSSSSlsg 109.3 128.8 76.4 86.1 65. G 69.9 72.2 137.7 76.7 O (M 00 i So OU5t*00 — 00 rH «D © © © © rH to o OOCOHOOC3HOO rH CXM co ca t> co oc co t> CO cjo^*o«cioi>d6«HC> t COCOfNrH(M*00>COOOXONH» 00 ^ 00 O O 'O sss'ggg eieoTjiiooMUNO® rH mouwwt- irs-'K §ggggs|as2 gs§ ggssgs gi Cl»t'H®HL'5t>HOOO^Ifl £3£{gSS£gg§33S£g O CQ CD 'Nt>C®rt®OH(N rf§S isgggggggs DOst 0®NM»H O CD 333 ££ m © oo^; cs ^ Tfi CO -s< 00 oa t* o gsssssssa^ g lO rH CO CO ^ O CO c §S££3S S! CO t> cd © s -< t- © CD r# CO Cl rH CD 00 C- h)> PCI CO^^OCDcdoO^^Og OO CO O 'C>."Ct> wo OC'ONDOHC'stH’t® CU HHH ri rH 00 LO W N O 00 rH CO gggsg'l Kooaoc->-#, Ssss5®ssd§sS s' §3 :§S5S 53 c3 * ili sasisig|?!!^ ! ^ = H ill&l © 111 2 111 §2 1 iisiliiiiiisj 1 in S-o . ■ • >a il Sis S3SSS8 II iiiliiislliii! llllllilissss * Statistics of 1880-87. a Owing to legal difficulties following the division of tho town by tlio State Legislature, the affairs of the schools aro in an unsettled condition, and statistics for the year 1887-88 could uot be obtainod. Table 25. — Comparative Statistics, for 1887-88, of Enrolment- , Attendance, Teachers, and Sittings in Common Schools, etc.— Continued. 358 EDUCATION REPORT, 1887-88. 3 § 02 fc s •JU9UI -[oaug; oj aouupaoj -JY 02TBJ9AY jo otjng; © H . > ■ t- ei os in jo • ■ th • | : : is i ^ • 1 IS 1 Ph ; : ; : ; • Cl t- i ages to s • eo h •H-9 UO tj-eyndoa »8 TP| ■g t- r-t CS CD O Ri =' OJ g © CO ID CO r-i r-i CD IQH J & i : m : : ; - IO o O O CO °8 .2 3 ■juouqoi -ug- yooqog oiiqnaisjox t=4 ■» OOtXMOJt- ' IO • [orf \ fe : : ft* : i • o | o$ CO t> o CD 05 O O CO •Sutpjmg; u oj eSutyjig jo jgqurajq; oSb.iqay M VH woocooooccwoco • < sisSigsili ii o o S 1 CD O OO IO IO Number of Sit¬ tings to— •ooue -paojJY ©Sbjoay ui eyidna OOI qoag; S 125.9 125.4 138. 3 101. 4 113.9 115.7 154.7 129. 1 103.8 147. 1 213.1 235. 7 140.5 O IO l> OO |§ gs •p9no.i -ugeyidnaootqona; *ri iH 00 00 rl ID T* CO t> IO CO 00 Cd (M CO gsgeggisMsg § qccjo cq co g|| •819 -t[0B9x jo jeqnmji oraq^i oj eioqonax jo oiyutf © rt Per cent. 25.0 8.7 20.0 26.8 18.8 17.9 40.0 17.2 9.5 25.0 26.7 54.5 28.5 13.0 11.5 3.6 0 25.0 16.7 Moqouoj; qoug; oj GoaupaojJY oSn -i9ay ut syidnCQOOJ' HO T}tM CCW sgsl — ioj fi pun 9 uooAijsq uo sio j qo^sr jo oounpuajJY oj juop? -Arab a; et 9oanpu9jJY l"PX » OCOCSHtHOWWtHCO CD |s&gggseigsig si 3 Cl o ss 'P9n°-ins U0B.19X qoug; jo oouupuay -JY 8.£e(x i9qumj\x gSuiqay iC00000M>if30 O is^nssli i •' o : | (N CO CO (MO 3i^ m liutio of Average Attendance to — •jaoa'qoiug; © ■«»C'i-(Tneo c- o 10 * O CO HO §g eS •ft-9 notjnyndoa •^©CJCOCOCDt-COCOOi-cH rH : : Ph : : ^ 00 T H CO CD (N •tI-9 tioij'Byndo.x oj juauiyoi -ug[ yooqog oiyqna jo otjuyj; « ■“OtHOCOOOJt(ItHOOCO 0-9< Issssssssc^ i t> 1 OJ o 8§ •fI-9 uotjrqudoa °1 jumuyoiug yooqog ojBAiia pun onqiia ysjox jo oijbsj « Percent. 58.4 111.9 95.4 59.1 59.1 79.0 60.6 102.2 121,0 118.2 00 rH a ssi t o EH s 1 Texas— continued. Brownsville . . Denison . . El Paso . . Port Worth . Galveston . Houston . Palestine . Paris . . Sherman . . Waco . UTAH. Ogden . i £ . o ^ 1 c | % ii ; \l i ii i ? ii i ISIllillll is ills! II CITY COMMON SCHOOL STATISTICS. 359 to £ 82. 9 73.4 92.5 88.2 88.3 78.0 88.5 o ^oi>chi . o oc to • ■ cv n r-t SS8 jg£S!8 : igfcpiSgiSS i;2S8 : jg'SS . . . • 1 o o CO ^ t- irfiocooo o 7.7 13.9 4.0 0 <33 o eo ro t^- O ^ O CC 0C r- t- L- CO Oi >o lO to ^ to to CO cc O 05 CO Ol to 00 W W 00 Tli M CO rH C5 00 £ 00 CO ci fO oi O 00 00 © 00 00 cciirfcoo o 7.0 12.4 4.4 0 iO^^lOO^^^TMO^OOlNHWOWCJC^^CJWriiO 06 « ^ a 3 » «> to 0 JH -* id c$ 00 ci 0 0 c$ eg ■« w eo 3 3 -d CO 1 270.0 295.7 267.2 572.0 600.0 400. 0 225. 0 ! . 250.0 233.3 232.0 340.0 454.5 325.0 266.7 400.0 255.0 1-66.7 129.9 141.7 216.7 303. 3 175.0 284. 2 200.0 162. 9 200. 0 606.1 © 00 a • © © © 00 © t> © l- mm* & 113.6 125.6 105.2 114.1 161. 0 141.1 154.8 107. 7 112.8 101.4 132.7 142.2 123.5 217.4 150.9 142.4 157.6 111.8 159.5 159.0 154. 5 129.6 121. 5 131. 1 148. 1 116.4 . ■ m jg 206.1 132.5 169.9 52.7 127.8 141. 5 141. 0 152.8 87.3 72.4 73. 1 94.8 118.6 101.8 90.4 T# OO CO O^OCOOO^OiOCCWOCi^COlM • r-4 rH rH HHHHHHHri • 1 : M Tf gg • ® o t> o a ^ a l-. jgggssss § ih co 10 00 co co -e< co ecicoict? to»5iooNMffloHc:ia«3t«-t'C'jMnc<;«©ooioc-t' 0 t^aicDcococo t> t* co -h csi id e> id os 0 ci id n- id to r4 -s? c4 o:||id us co eo id 00 id •*-’ cq to «> t* 40.3 53.1 48.6 43.0 35.5 47.3 32.3 40.9 WHO® C5 r-t O 00 CO © t- CO -cf CO CO CO 00 © CO '< ! o IciOi-OlrtOOO o 131.1 71.2 84.1 139.9 128.0 107.3 203. 0 183.1 132.8 192.6 170.7 117.9 144.5 208.2 1 193. 5 150.6 97.2 120.1 199.4 117.9 94.5 95.9 146.6 126.0 185.1 141.2 110.7 . ‘ HC5 WHCCOCq^H 148.3 106.0 104.3 155. 3 136.3 133.6 120.2 115. 8 e> to < MU ti§l|aS5SSS3§||s j CO 76.9 57.6 69.5 83.0 73.6 72.1 62.3 57.9 COOOS QOHTi®Tj © L-OO00^I>e0CM^C3(Nir5 00OOI>H^CC^OC:OCHC5 102.7 110. 1 95.3 101.7 148.0 87.9 205.1 206.1 129.0 146.7 108.7 85.1 155. 0 178. 4 145.0 131.8 108.3 121. 1 128.3 105.3 141.8 148. 2 102.9 150. 4 103.0 • at>-j<®ia'f ft ig33S51l Lynchburg . Norfolk . Petersburg . Richmond . Staunton . Winchester . WASHINGTON. Tacoma . Walla Walla . WEST VIRGINIA. Grafton . Martinsburg . Parkersburg . Wheeling . WISCONSIN. Appleton . Baraboo . Beloit.... . Berlin . Chippewa Falls . Fond du Lao . Fort Howard . Greon Bay . Janesville* . Kenosha* . La Crosso . Madison . Menomonio . Merrill . Milwaukee . Mouroo . Neonali . Oconto . M Ml M 1 1 ■Mriijh * l dffsSII! 1 “5 ) I USUI §1 iilig llllllllillllsBlsIlsilllll 1 * Statistics of Table 26.— Summary, by Stales, Geographical Divisions, and Classes according to Population, of Comparative Statistics of Enrolment, Attendance. Teachers, and Sittings , in Schools of Cities and Towns containing over 4,000 Inhabitants. 360 EDUC quaui qojua oj oauepuaj - jy 9g 8J9Ay jo oijna .« Ej )N : ! t R] EPOIir r, 84.3 00 7- 88. i jssisj i 90.0 84.5 85.8 74.6 76.5 A 8 Ratio of Enrol¬ ment to— Jl-9 UOIlBRldoa «5 Per cent. ! 0 10 |c4i 0 0 t> t> CO I> CO O ! CO co 10 <0 to j O to t-CQ • C5 c4 CO CD • coo^t ^^tdcs •juanijor -na tooqos onqna ibjox « Per cent. • 0 a ■ CO CO to to CO j CO to CO 00 0 00 ^ 0 d to O-^<00T3< •Strrpjmg; b 03. eg nrjjig jo ja qmujq ggnja Ay » w4 oc 05 1- iiao ISIS ill «OC5^(Nl> iiiiia ilSlE ^ coo to tm Number of Sit¬ tings to — *90 UB -puoqjy egBjaAy m ejidna 001 ip*:i « 139. 4 146.4 114.0 172. 5 140.6 "mo 115.0 114.8 124.7 124.6 132.0 130.0 122.4 i©000«0®iOI>M :3|§||§§!:I •panoa -ua epdna 001 qo^a 0 0 HHXN Ci O O CO to O CO CO ss'siss 89.0 104.3 94.3 108.8 101.2 85.0 94.1 88.9 121.7 •SI9 -qouox jo aaqnm^j; ajoqwv <4 ejaqonox sqnpt jo oijua © Per ct. 17.1 co co eo w ® n t- co n t> ec ® 00 -a* oc ioioo^NHceo jooociHcjoo •joqouox qong; oq. QOtrcpuaqjy ogu -jDAy ui sudnx jo joqumji St 40.4 44.5 37.0 33.7 31.3 WC-Cfl^iHO®OOQ()t-l.')04jl::H>OiOO'')l — ioj f 1 pin? 9 uoaAsqoq uosiox q^a; jo 99uupu9jjy 0; jua^Ainba OB O f 100.3 116.7 138.8 CO § sggsas O^CQCO 'Ot>OC3 • Isis : •panoaua uoeiaj; qcreg; J° oouepnaq. -jy eAea; .mqumjq 9gB.i9Ay b 121.7 0000 33^ 00 ^ II* ciscqMwocococcHOosjccTrH • lSSSs3=2SsS0sSg§ i Ratio of Average Attendance to — •jTOicqoaua © Per cent. 72.5 65.4 71.5 59.0 70.0 ®i-i(»®woo©».ot-E-eC5O0 !sjgg£g r-l '• a 1A isMONTf t iS2 ils'SSS State or Territory. H Alabama _ _ Arizona . Arkansas . California . Colorado . Connecticut . Dakota . i & 1 District of Columbia . Florida . . Georgia . Illinois . Indiana . Iowa . Kansas . . . . . Kentucky . Louisiana . . . . : i i E Iflili Missouri . Montana . Nebraska . Nevada . 361 CITY COMMON SCHOOL STATISTICS. <3> • • £ : : ©» • i n oo jg iggis eo o s's es© oonhis t- eq r-4 c3 e m t- 1 St2'2 g^'ssa s s e s 53 s s ^3 3) 0 9)10 CQ • o | 00 x cdci o id o o coid \ d X -H O X ^ Cl CD CD I j id cd ci cd cd d d d 06 d wwc o£ cd »o • X ^ o id • c4 • ricdt* :: x © id CD CD CD CO CO Cl ^ CD i-H CD *-l CO CO O cd Id CD ^ CO cd »d cd C) co ^ »d d j ocH®ooo^aH«o s§ls'3|l§il£ X X Ii t*Xb* r-» TJ* t> t> C3 X kO O Cl ! ill lllii 1 I s ! I a s g£|5ssg§gsgg :a OOX o CO CO o »H CO rH Cl X O CO CD IBs' ggggfi g g g g* § g g ^s'#sfsa--axcis;)» gSSS§£ggSSg2gg ^ Cl O O X X ID CO X d >3? O X CO t>> SS§ So*S‘Sgg S J § g § § g g — ®'*,©0'*-©©-o-4d^tiooe6»H®oo*ot>oeoo-fl! © © s-i © oo cd t> © d ei d rt«HM r-ISc3CJNt-co |g||||g||g§ Kb C- © © © © t? 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S2S : tc TT II o j HT*t» g£2 NCtSO HU ©—■aco—i t- ©©c-oooa gggsg g S S | s g g 2 : : J ^: ! ! s £.* ,;i | l-g S Is4s5“ ^ £ 5?, o o c © J^ZZiZ; : ii : :§ : : > ' =r£ III ll i ii ii D D-^ HHP > Ji ii i : a ■ I£ E * > =-= ill feSS 2^3^ : a A :ss : &§ £-33 :§. : : i fill : l: :i| IflflKff j 1 5 :=§ :J c|4 l^js" | | lliil l! jig iiliplil | j F =!ilE =a 1 j : ?s=3| J|ss|;-s3|3j3j| p ^iccdQ^^ O O O O O O i 4 II S-S 5 =s §1 ll £ § w SZ fl - • !i ii I o' -ii 4sp ct £i? o“ SS-g-s-S = z < = - 5|1J| -•= = 3 .> rr S- x > ^ c C ■§£#£& fgi! — - Z. - o Ill’ll Jills Its Is lllff iiifi iil-l ZiZii c-SfJ| = S -s d" C *3-3 3 t£ bl ii t£ b£ im 362 EDUCATION REPORT, 1887-88. The Table of Comparative Statistics of School Property, Tuition, Ex¬ penses, and Receipts from School Taxes. The one great ambition that seems to control a great many of those to whose care the finances of schools are confided is to conduct those schools at the smallest possible cost. Another class — a small one, unfortunately — take pride in pointing to large ap¬ propriations as the best possible evidence of enthusiasm in school work, and boast of liberality if it appears that their schools are more expensive than those of other cities. There are, therefore, two entirely opposite standards of excellence in the matter of school finances, and the individual investigator must judge the cities whose accounts are here presented in accordance with his own ideas of the duty of the city in regard to the education of its children. The iota! assessed value of property per capita of population six to fourteen is valuable mainly for its power to show the wealth of a city and the extent of its ability to sup¬ port public institutions. In some cases State laws prevent liberal appropriations, and in exceptional instances other circumstances make liberality to the schools impossible, but these things are causes which it does not come within the domain of statistical tables to show.' The facts only are presented ; the causes for the facts must be found elsewhere. It may be well to again state in This connection that different bases of assessment greatly detract from the value of this item in comparing cities of different States. Per capita and proportional value of school property. — In considering the matter of school property it is essential that not only the per capita value but also the propor¬ tional value be taken into consideration. It is well known that property values do not depend on the size of the city. Two cities containing x>recisely the same number of school children and offering exactly simiiar accommodations may have secured the latter at widely different prices, due to the greater value of property in one than in the other. But the greater the property value, the greater will be the ability of the city to pay the increased prices for the property needed, for tax receipts increase with property values. It does not necessarily follow, therefore, that differences, especially slight differences, in the per capita values of school property indicate different de¬ grees of sufficiency. Nor is the proportional value alone a safe criterion, for the total valuation of property offers in itself no reliable clue to the number of school children to he provided for. It is only by taking both the per capita and proportional values (Columns 3, 4, and 5) into consideration that just conclusions can be reached. The cost of supervision and teaching is the most reliable as well as the most important of the items of expense shown by these tables, and with a few exceptions comparisons based upon it may he made with confidence in its accuracy. Column 6 shows that the cities that pay most to teachers and supervising officers per capita of population six to fourteen are Aspen, Colo. ($25.23); East St. Louis, Ill. ($20.34); Oskaloosa, Iowa ($20.63); Arlington, Mass. ($28.87); Boston, Mass. ($21.08); Dedham, Mass. ($23.42); Fitchburg, Mass. ($21.04); Hingham, Mass. ($22.74); Medford, Mass. ($20.70); New Bedford, Mass. ($23.80); Waltham, Mass. ($20.98) ; Watertown, Mass. ($20.60) ; Winchester, Mass. ($20.40) ; Duluth. Minn. ($22.63). The cities that pay least per capita of population six to fourteen are Eufaula, Ala. ($1.46) ; Lively, Ala. ($1.16) ; Augusta, Ga. ($2.85) ; New Orleans, La. ($3.53) ; Jack- son, Miss. ($3.14) ; Washington, Mo. ($3.26) ; Fayetteville, N. C. ($3.43); Oconto, Wis. ($2.25). The most expensive systems per capita of average attendance so far as this item is concerned are those of Tucson, Ariz. ($30.74) ; San Francisco. Cal. ($25.76) ; Pueblo, Colo. ($27.86); Norwich, Conn. ($25.73); St. Paul, Minn. ($27.76); El Paso, Tex. ($26.65) ; Cheyenne, Wyo. ($23.59). The smallest amount per capita of average attendance is paid to the officers and teachers of Eufaula, Ala. ($5.26) ; Lively, Ala, ($4.90); Key West, Fla. ($6.61) : Calais, Me. ($6.20); Eastport, Me. ($6.69); Jackson. Miss. ($3.55); De Soto, Mo. ($5.52); Greenville, S. C. ($6.97) ; Grafton, YVT. Ya. ($6.23) : Martinshurg, W. Ya. ($6.34) ; Oconto, Wis. ($2.54). The amoiint received from city or to'ivn taxes is not a j list basis for comparison except between cities and towns of the same State. In certain States the State school tax is quite heavy, while in others the schools are almost entirely supported by local taxa¬ tion. As the income from the State apportionment increases, the necessity for purely local taxation decreases ; and since in case of State taxes the cities usually contribute more than they receive, it is not fair to place upon the same basis amounts raised by city taxes in the States in which large State appropriations are the ride, and the amounts raised by those cities which appropriate their school moneys direct without the medium of the State treasury. CITY COMMON* SCHOOL STATISTICS, 363 Table 27. — Comparative Statistics for 1887-86 of Properly, Expenses for Tuition, and Receipts from Local Taxation of Publio School Systems of Cities and Towns containing over 4,000 Inhabitants. 1 o 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 City or Town. Total Assessed Value of Prop¬ erty of City or Town Per Cap¬ ita of Population C-14. Value of ! School Prop¬ erty Per Cap¬ ita of— Katie of Value of School Prop¬ erty to Total Assessed Val¬ uation of City or Town. Cost of Supervision and Teaching Per Capita of— Cost of Supervision and Teach¬ ing in Mils per Dollar of As¬ sessed Valuation. Amount Received from City or Town Taxes Per Capita of — Amount Raised by City or TownTaxin Mills per Dollar of Total Assessed Valuation. Population 6-14. Average Attend¬ ance. Population 6-14. 5 0 « ® a -.tc« c! Population 6-14. Average Attend¬ ance. 1 3 4 5 O 7 8 9 30 13 Mills Mills ALABAMA. Per per per cent. dollar. dollar. Birmingham . $16, 370 $G7. 66 $102, 98 0.4 $10. 68 $16. 25 0.7 $10. 64 j $16. 20 0.7 1 685 2. 35 8. 52 0. 1 1. 46 5. 29 0. 9 Lively . 290 1.74 7. 37 0.6 1. 16 4. 90 4. 0 0.29 I 1.23 1.0 12. 28 24. 02 1 20. 16 36. 58 8. 15 14.78 6.53 j 11.85 5. 43 14. 18 j 4*02 j 10.48 Talladega . 3, 007 71.99 100. 80 2.4 12. 22 17.11 ! 4.1 5.65 7.89 1.9 Tuskaloosa . 1, 165 21. 51 62. 81 1.9 4. 37 12.75 | 3.7 2. 60 7.59 2.2 ARIZONA. 240. 10 30.74 ARKANSAS. Fort Smith * . - 1,479 76.22 98. 19 5.2 9. 60 12. 37 6.5 Helena . 1, 202 31.94 115. 70 2.7 4.81 17.40 4.0 4. 76 17. 25 4.0 Hot Springs * . 200 14. 98 22. 87 7.5 8. 52 13. 02 42.6 Little Hock . 1, 585 38. 88 75. 55 2.5 6. 90 13.40 4.4 0 0 0 Pine Bluff _ ... _ 14.92 24. 77 6. 71 11.15 Texarkana _ ...... 31. 50 35. 03 10. 60 11. 78 7. 16 7. 96 CALIFORNIA. Los Angeles ....... 5, 358 59. 21 98. 46 1.1 14.08 23. 41 2.6 7. 37 12. 26 1.4 Marysville . 3, 025 26. 97 45.70 0.9 13. 91 23. 57 4.6 7. 56 12. 81 2.5 Oakland * . . 4, 155 53.82 70. 02 1.3 18. 83 24,50 4.5 7. 73 10. 08 1.8 Sacramento . 2, 845 59.75 93. 26 2.1 15. 60 24.34 5. 5 5. 38 8. 40 1.9 San Francisco . 4, 727 60. 65 111. 12 1.3 14. 06 25. 75 3.0 5.75 10.54 1.2 San Jos6 ........... 75. 02 103. 10 14. 65 20. 12 3. 61 4. 97 Santa Cruz . 1, 998 52.33 60.79 "2.6" ! 14. 54 ! 16.89 7.1 6. 68 7.76 3.3 Santa Rosa . 3,494 29. 83 44. 44 0.9 1 12.50 ! 18.63 3.7 7. 45 11. 10 2.2 Vallejo _ 46.48 17.47 ! Woodland _ 131. 91 3.2 18.02 4.4 7. 73 1.9 COLORADO. A span . _ 4,318 69.51 64. 97 1.6 25. 28 23.63 5.9 T.ea.dvilie _ j!22. 53 153. 10 14. 04 17. 54 Pnehlo __ _ 174. 02 218. 00 22. 24 27. 86 CONNECTICUT. Rrifl creport* _ _ 2, 593 51.53 61.14 2.0 11. 33 13. 44 4.4 11.58 13. 74 4.5' Bristol . 2, 618 61.46 66.34 2.4 17.28 18. 65 6.6 15. 50 16.73 5. 9 Derby . 1, 895 56. 99 73. 53 3.0 12. 01 15.49 6.3 8.70 11.23 4.6 East Hartford . 2, 890 47. 60 54. 05 1.7 11.46 13. 01 4.0 8.86 10. 06 3.1 Enfield* . 2, 255 40.74 62. 63 1.8 9.69 14. 89 4.3 6.92 10.63 3.1 Greenwich . 3, 498 33.36 61.56 1.0 9.87 I 18.22 2.9 6.86 12. 66 2.0 Hartford _ 19. 28 24.46 Killino-ly* . 2, 068 ! . 8.27 4.0 Manchester _ 2, 515 58. 19 75.H 2.3 9. 05 11. 68 3. 6 7. 48 9. 68 3.0 Meriden . . 90.86 116. 28 12.15 15. 55 Middletown . 4, 666 82. 96 114. 94 1.8 13. 36 18.51 2.9 9.22 13.07 2.0 Han gatrneh . _ _ 12, 60 15.52 11. 16 13.74 Hew Britain . ... 2, 610 95. 47 166. 45 3. 7 Hew Haven 4 182 68. 65 81. 64 1.6 15. 65 18. 61 3.7 15. 20 18. 08 3.6 Hew London . 4,626 12. S3 ! 12.75 2.7 15! 42 15.94 3.3 Hew Milford . 1 3,722 38. 15 ! 48.01 1.0 12. 02 1 15.13 3.2 8. 79 11. 06 2.4 Horwich . . 166. 95 | 216.32 19.86 I 25.73 . 28. 02 36.31 . * Statistics of 1886-87. 364 EDUCATION REPORT, 1887-88. Table 27. — Comparative Statistics for 1887-88 of Property, Expenses for Tuition, and Receipts from Local Taxation of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 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 City or Town. AS* go p-< g © pT H o a its a: p. cc O Jr ro ^ PH < H>;0 c? -g c3 o ©25 H Value of School Prop¬ erty Per Cap¬ ita of— SGs 8f> ® x ^ O oc O ^3 fflf 0 Zsl %>>B ta S g Cost of Supervision and Teaching Per Capita of— Cost of Supervision and Teach¬ ing in M ills per Dollar of As¬ sessed Valuation. ! Amount Received from ■City or Town, Taxes Per Capita of — Amount Raised hy City or TownTaxin Mills per Dollar of Total Assessed V aluation. i-ri O O 3f 1 . © * 0 © O G ti a - s > <1 Population 6-14. r3 g © © © © G UC5 cz © < Population 6-14. G © <1 © © © a tea © ◄ 1 3 4 5 6 7 8 9 10 11 CONA'ECTIC UT — COH- Mills Mills tinned. Per per ■per cent. dollar. dollar. $2, 8°G $10. 09 $14. 01 3. 6 $7. 08 $9.83 2. 5 Portland* . . 2. 946 $21. 48 $24. 06 0.7 13. 48 15.10 4.6 11.84 13. 26 4.0 I 958 6. 67 15.61 3.4 4. 51 10. 55 2. 3 10. 5 7’ 2 9. 36 15. 41 9. 01 14. 83 Stamford* . 143. 07 1L 30 13.48 Stratford . . 1,912 66. 12 75. 82 3.5 12. 30 14.11 6.4 12. 73 14. 60 6.7 Thomastom . 3, 106 66. 44 72.67 2.1 11.70 12. 79 3.8 12. 12 13.25 3.9 3, 272 6 07 12. 94 1. 9 3.48 7. 43 1.1 Torrington . 30. 73 37. 30 12. 51 15. 19 18. 01 21. 86 87. 05 16. 28 DAKOTA. • Fargo . . 3, 293 . 164. 67 5.0 12.73 3.9 Sioux Falls . . 12. 39 DELAWARE. Few Castle . 3, 729 37. 40 45. 46 1.0 12.17 14.79 3.3 10.73 13. 03 2.9 Wilmington. . - . i 68. 86 L 3 12. 66 2.4 20.52 3.9 DISTRICT OF COLUM¬ BIA. Washington _ 3,491 12. 22 16. 79 3. 5 10.98 15. 09 3.1 FLORIDA. \ Gainesville _ 22. 68 1.3 Xe.y West* __ _ _ 21. 83 0. 7 6. 61 2. 1 17. 67 5.7 Paiatika . . 37.21 1. 1 11. 27 3.2 Pensacola . 1,564 9.59 17. 76 0.6 4. 17 7.72 2.7 6. 08 11. 27 3.9 GEORGIA. Americas . 1, 794 10.97 14. 38 0.6 8.14 10.67 4.5 8. 08 10. 59 4.5 Athens . _ 39.30 0.8 ! 11.58 2. 3 10. 73 2. 1 Atlanta _ 3, 368 23.68 34. 18 0.7 7. 15 10.31 2.1 Augusta . 2, 847 6.55 24. 80 0.2 2.85 10.78 1.0 4. 27 16. 17 1.5 Colirmbns _ 2, 081 5.03 | 9. 54 2. 4 Macon _ 2, 971 IS. 16 45.30 0.6 4.91 ■ 12.26 1. 7 Pome* _ 16. 09 27.46 6.81 | 11.62 6. 59 11.25 Savannah . __ 31. 54 61. 26 8.62 ; 16.74 ILLINOIS. Aurora . 1, 521 62. 98 86. 69 3.3 10.99 ! 15. 13 7.2 11.33 15. 60 7.4 Beardstown . 1, 020 61. 67 85. 90 6.1 9.08 ' 12. 65 8.9 11.64 16.21 11.4 Belleville . 853 54. 96 74. 47 6.4 9.74 13.20 11.4 9. 99 13. 53 11.7 Relvirlere _ 3, 462 51. 50 1. 5 . ! 17.35 5.0 Bloomington . ’959 84. 06 "i24.'07* 8.8 i6.'36" i.5'29" io-s" 10. 01 14.77 10.4 Cairo _ _ 888 27. 13 46. 90 3 1 4, 66 8. 05 5.2 Canton . 800 50.71 68. 39 6.3 9. 57 12.91 12.0 13. i7 17.77 16. 5 Centralis^- _ _ 35.25 4.3 9. 58 11 5 16. 97 20.4 Chicago . 1,428 I 51. 63 86. 72 3.6 11. 15 18. 78 7.8 15. 32 25. 80 10.7 Danville . 836 10. 08 13. 59 12.0 * Statistics of 1886-87. CITY COMMON SCHOOL STATISTICS. 365 Table 27. — Comparative Statistics for 1887-88- of Property , Expenses for Tuition, and Receipts from Local Taxation of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. City or Town. Totul Assessed Value of Prop¬ erty of City or Town Per Cap¬ ita of Population 0-14. Value of School Prop¬ erty Per Cap¬ ita of— “-3 - ~ r g ~ T. \ c "5 c - Cost of 1 Supervision 1 and Teaching 1 Per Capita 1 of- | \i< §1 . .0^0 > §•£> Xu 0 C . , a: 2 — * ® O Amount Received from City or Town Taxes Per Capita of— I s. H . o_a O >-. ’~y> r. _ tr 5 _ _ /. £-5 ? jS.a » c s 0 ◄ H ° 3 a d = < d a ® s Ud > < Population 0-14. O <6 0 a tc a N O > < Population C-14. z < 6 0 0 s tics 0 > < 1 3 3 4 5 6 7 8 9 10 11 Illinois— cont’d. Per MiUs per Mills per cent. 1 dollar. dollar. 84 S75. 53 7. 3 $11.27 i 10. 8 $17. 95 17 2 So East St. Louis* . $1, 626 $41.79 48. 70 2.6 $20. 34 23.70 i 12! 5 $0. 15 0.17 o!i 86 Effingham . 1,383 33. 70 65.00 2.4 5. 44 10.49 : 3.9 6.91 13.33 5. 0 87 1 297 76. 49 93.74 5. 9 ■ 88 1 355 99. 54 123.83 7.4 ! 14.57 18.12 10.8 89 Freeport . 781 48. 33 75. 85 ; 6.1 9.86 15.47 j 12. 3 | 13.95 21.90 17.5 99 Galena . 525 26.84 50. 40 5. 1 7 50 14.07 i 14.3 10.04 : 18.85 19.1 91 Galesburg . 918 57. 30 98. 36 6.2 j 7.43 12. 76 j 8.1 ' 9.18 15. 76 10.0 92 Jacksonville* . 778 54.09 112.97 7.0 6. 57 , 13.71 ! a 4 | 3.35 6. 99 4.3 93 Jerseyville . 953 43.84 38.98 | 4.6 10.23 i 9.10 i 10.7 12.71 I 11.30 13.3 1)4 Joliet . 936 41.00 84. 16 4.4 1 6.75 1 13.85 7.2 | 10.43 21.4.1 11.1 95 Kankakee . 472 62. 24 125.04 j 1.3 6.30 | 12. 66 j 13.3 1L 21 ] 22.53. 23.7 96 : La Salle... . r 273 j 13. 07 45.46 ! 4.8 i 3.94 1 13.69 14.4 97 ! Lincoln . 1 2, 473 J 43.23 85.29 ! 1.8 ! 6.38 ' 12.28 ; 2.6 j 10. 13 19. 50 4.1 98 Litchfield . . ! 685 i 42. 13 53.48 : 6.2 1 5. 85 i 7.42 8. 5 j 7. 45 1 9.46 10.9 99 Mendota* .......... 137. 16 197 97 ' ! 12.68 11.76 i 15.24 14,14 100 1 Moline _ ......... 76.45 88. 06 J ! 12.02 ; i 13.84 j 19.03 | 21.93 101 1 Monmouth ...... _ 1 85.01 | 66. 53 j | 13.59 10.63 1 102 Olnev . 569 53.22 j 52.38 1 '*9.Tl 7.90 j 7. 77 13.9 i 8.49 j 8.35 14.9 103 Ottawa. . . . j 724 | 38. 52 i 52. 35 5.3 i 10.46 ' 14.22 | 14.5 i 104 ' Paris* .............. ' 61.90 64. 58 • 19.97 20.83 105 Pcorifi* i i, 058 60.06 ! . | 5. 7 j 9. 51 9.0 ; 11. 59 ■ 1L0 106 107 : Pullman . j .63 18.11 j 108 ! Quincv . . ! 809 j 34.14 82.13 ; 4.2 1 | 5.93 1 14.27 ! 7.3 j j 5.92 14.25 | 7.3 109 ; Rock Island . L 079 50.79 63.91 i 4.7 ; ! 11. so ! 14.85 10.9 i 17.33 21. 81 16.1 110 Rockford . 1, 379 : 53.38 68. 86 3.9 ; 1L 32 14.60 8.2 | i 14.06 1 ! 18. 14 10.2 111 ! Springfield . 1, 254 ! 56. S3 90.27 4. 5 9.75 15.49 ! 7.8 ; I 12. 55 ; 19.93 j 10.0 112 Sterling . 2,542 123.87 114.66 1 4.9 j 15.49 14.34 i 6.1 j i 21.82 | 20. 20 ! 8.6 113 S Treat or* . . 30.37 39.46 ! 6.95 ■ 9. 04 1 ; 8.03 10.44 | 114 Waukegan* . 53.96 75.44 1 9.44 DTDIAXA. : i 13.19 j 115 Anderson _ 1,493 1 i 28. 37 - L 9 9.86 . j 6.6 116 ! Columbus . 1, 782 : 61.48 . 65. 76 3.5 9.65 ! 10. 32 | 5.4 7.24 7.74 4,1 117 Craw fords ville _ _ 118 Elkhart . 1,318 ! 65.07 i 70.88 i 1 4.9 12.33 1 13.44 ■ 9.4 8.90 ; 9. 69 6.8 119 Evansville ......... i 2, 248 j 48.63 ! 93.33 ■ j 2. 2 8.77 16.83 3.9 120 Fort- W a vne ..... j 2, 277 [ 41.44 • 74. 81 ! 1.8 11.23 20.27 ! 1 4.9 121 Goslien. T . ! 43.31 , 2.9 9. 69 6.4 6.32 4.2 122 Greencastle ........ i 1,943 I 76.47 i 119. 05 ! 3.9 i io. l2 ! 15.76 5.2 123 ! Indianapolis . j 1,968 i 34. 26 ; 75. 59 : 1.7 , 7.10 15. 67 3.6 7.01 1 15.48 I 3.6 124 j Jeffersonville . 1 1,183 ; 31. 91 ; 52.54 ! 9. 7 i 8.00 i 13.20 i 6.8 1 3. 96 G. 54 i 3.3 125 Kokomo . | 1,932 ! 55.31 i 65. 91 2.9 1 1.06 1 12.69 5. 5 1.21 . 14.42 ! 6.3 126 i La Porte . . j 34. 40 : 72. 85 1 7.18 15.21 . i 127 Lairrencebur^ ..... j 15. 32 ; 25. 29 ' . 128 j Logansport . 1, 596 ! 64.06 : 93. 22 4.0 i 7.34 10.69 4.6 0.22 : 0. 32 0.1 129 ! "\rirhi . § * t 2 03 C 73 rJi a U ° — lit ci © £ Cost of Supervision and Teaching Per Capita of— Cost of Supervision and Teach¬ ing in Mills per Dollar of As¬ sessed Valuation. w a o o • © © 2 < i o o pH 2 © ^ © o © a eg r > < 3 4 5 6 7 1 8 mils Per per cent. dollar. $41.21 $81. 48 33. 85 66. 08 1.9 $6. 92 $13. 50 3.9 54. 47 72.19 7.67 10. 16 73. 80 64.37 14 30 12.47 101. 79 73.81 34. 32 49. 83 28.9 10. 86 15. 77 91.5 57. 85 117. 46 4.6 7.41 15. 05 5. 9 81.97 86. 79 10.1 11. 42 12. 09 14.0 62. 98 97. 00 6.9 12. 46 19. 19 13.7 81. 15 87. 72 6.9 12.84 13. 88 10.9 102. 25 127. 72 3.9 16.74 20. 91 6. 5 39. 74 72. 68 3.6 7.71 14 10 7.0 66.19 77.26 7.2 11. 00 12.84 11.9 32. 53 58.29 3.0 8.65 15.51 8.0 42. 89 66.54 6.9 7.67 11. 90 12.3 87. 55 81. 58 4.2 16. 91 15.75 8.1 12.87 13. 06 63. 30 66. 93 5.3 15.41 16.29 13.0 120. 30 114. 63 9.3 20.63 19. 65 16.0 81. 76 77. 30 4.3 13. 31 12. 58- 7.0 70. 00 152. 82 3.2 ! 5. 67 12. 38 2.6 50. 19 75. 60 2.2 11. 60 17. 47 5. 0 22.74 23. 72 9.50 9. 91 40. 50 73.44 3.9 6.40 11. 61 6.2 137. 22 155. 20 16. 0 53. 12 53. 61 5.2 11. 92 12.03 ! 11.6 85. 05 98. 37 4.9 15.13 1 17.51 8.8 60. 9S 65. 46 5.5 9.75 10. 46 8.8 83. 13 65.67 3.8 11. 77 9. 29 I 5.4 47.82 43. 96 5.3 1 11.54 10. 60 12.9 26. 55 56. 74 3.4 5. 19 11.09 6.6 7.78 ; 8.64 | 8.2 1 45.01 56. 96 6.7 1 9.14 1 11.57 1 13. 5 35.22 43. 82 5.2 8.98 i 11.17 | 13.3 : 82.09 88. 72 11.21 12.10 : 42.28 57. 39 5.1 8. 56 10.18 9.i ' 48.44 55. 82 4.5 7.46 8.57 1 6.9 98.34 109. 46 5. 2 ! 11. 39 12. 68 ; 6.1 I 73.19 111. 22 4.8 | 8. 58 13. 05 5.6 55. 17 92. 81 2.2 7. 89 13. 27 3.2 94 43 101. S3 12.21 13. 16 24. SS 39.54 1.6 7. 71 12.25 4.8 33. 17 82. 70 1.5 5.50 13. 71 2.4 i 26.68 41. 65 2.0 5. IS 8. 08 3.9 | i 32.34 40.99 1 1.3 10.93 | 13.85 i 4. 5 21.71 0.8 64.99 1 1.4 18.27 ! 4.0 i 34. OS 70.23 | 2.6 5.41 11. 16 j 4.1 [ 49.37 67.53 | 2.5 7.50 | 10. 27 j 8.8 Amc Beceiv( City or Taxei Capiti Indiana — cont’d. Valparaiso . Vincennes . $1,772 Washington . IOWA. Atlantic ...v ... Boone . Burlington* . Council Bluffs . I Creston . I Davenport . j Des Moines, East ..j Des Moines, W est . . ! Dubuque . | Fort Dodge - ! Iowa City* . j Keokuk." . . 1 Lyons . Marshalltown . I Mount Pleasant. . . . | Muscatine . | Oskaloosa . j Ottumwa . | Sioux City* . I Waterloo’ East Side What Cheer . 118 1, 250 816 907 1, 179 2, 590 1,104 926 1, 075 1, 326 625 2, 076 $5. 32 7. 20 22.23 5.68 12. 05 KANSAS. 1, 185 1, 28S 1, 905 2,182 2, 297 14.86 9. 20 12.37 3.24 Atchison . Clay Centre . El Dorado . Emporia . Fort Scott . Hutchinson . Independence . [ Kansas City* . i Lawrence . Leavenworth . Marysville* . | Newton . i Ottawa . Parsons* . Salina . ! Topeka . . Wichita . j Winfield . 1.037 858 li 023 1, 724 1, 113 2,183 897 786 945 675 675 19. 51 KENTUCKY. Bowling Green . Covington . Dayton . . Hopkinsville* . Lexington* . Louisville . Newport . Owensborough . 944 1, 078 1, 878 1, 523 2, 500 8.87 16. 03 13. 49 7.67 2.97 13. 55 15.41 13. 62 1,605 2, 221 1,311 2, 446 2, 777 1, 325 1,999 18. 29 8. 95 8. 13 2. 73 0 10. 31 13.64 6.42 4. 69 6. 56 10.86 3.65 12.24 * Statistics of 1886-87. X A J o 190 191 192 193 194 195 196 197 198 199 200 2C 1 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 22 G 227 228 229 230 231 232 233 234 235 280 CITY COMMON SCHOOL STATISTICS. 367 &LE 27. — Comparative Statistic* for 1887-88 of Property , Expenses for Tuition , and eceipts from Local Taxation of Public School Systems of Cities and Toicns containing lcr 4,000 Inhabitants — Continued. • City or Town. o S* 3 • ® 3 1, ra S * ®6,° tc ~ >>C |I| Valno of School Prop¬ erty Per Cap¬ ita of— fc l||l ■£ oH, *3 si o * 0^1 > o’3' '*,3 a\ © . c o i? 22 i ! s 3 5 Cost of Supervision j and Teaching 1 Per Capita | ol— A eo \ 3”o . j J? | | 1 l s.3 : 1 i. x C Its v- .5 ° 1 o Amount | Received from City or Town Taxes Per Capita of — Amount ltaisod by City or Town Tax in Mills per Dollar of Total Assessed valuation. 2 3 23 1 < 6 ®§ i o 1 2 3 4 5 6 7 S 9 10 BIASS ACHU SETTS — Mills continued. Per per cent. dollar. Gloucester . $3, 930 $59. 14 $57. 43 1.5 $14. 22 $13. 82 3.6 $20. 94 $20. 34 Great Barrington . . 4, 062 59. 78 60. 68 1.5 11.37 11.55 2.8 14. 31 14. 53 Greenfield . 6, 315 86. 92 78. 53 1.4 14. 10 12.74 2.2 20. 01 18. 08 Haverhill . 5, 053 86. 06 102, 44 1.7 16. 72 19. 91 3.3 19. 91 23.70 Hingham... . 6, 872 121. 68 103. 37 1.8 22. 74 19. 32 3.3 30. 21 25.67 60. 59 111. 48 9. 86 18. 13 24. 63 45.31 3, 891 39. 32 1.0 12.31 3.2 16. 84 Hyde Park . 4, 454 85. 8L 73. 62 1.9 18. 03 15.46 4.0 24. 55 21. 06 Lawrence . 4, 391 61.20 80. 55 1.4 10.72 14. 11 2.4 13. 76 18. 12 5, 145 66. 89 59.23 1.3 19. 94 17. 65 3.9 Lowell . 6; 129 64. 67 89. 27 1.1 15. 46 21. 34 2.5 19. 00 26. 22 Lynn . - . 4, 902 88. 53 94.48 1.8 14.49 15. 46 3.0 20. 83 22.23 Malden . 5, 956 125. 17 143. 71 1 2.1 16. 63 19. 10 2.8 27. 49 31.59 Marblehead . 3,912 34. 15 37. 37 0.9 11. 64 12. 73 3. 0 14.43 15. 79 M arlborough . 2,903 42.75 42.54 1.5 13. 17 13. 10 4.5 Medford . 6, 434 106. 27 96. 74 1.7 20.70 18. 84 3.2 25.74 23.43 Melrose . 5, 404 81. 03 74.14 1.5 15. 85 14. 50 2.9 23. 63 21. 62 Methuen . 4, 455 59.12 59. 12 1.3 12. 87 12. 87 2.9 16. 53 16. 53 Middleborough . 4, 324 23. 60 20.22 Milford . 3,542 43. 50 51. 78 1.2 11.94 14. 21 3.4 15. 11 17. 99 Millbury* . 2, 658 12. 61 Monson . . 30. 40 13. 13 13. 49 Montague . . 2, 718 64. 55 76. 42 2.4 9.19 10. 88 3.4 13. 67 16.19 N an tucket ......... 51.63 67. 30 10. 72 13.97 15. 46 20. 16 Needham . 5, 320 129. 51 98. 83 "2. i' 18. 62 14.21 3.5 25. 11 19. 16 New Bedford . 9, 831 145. 88 131. 92 1.5 23.81 21. 52 2.4 31. 64 28. 61 Newburyport . 4,028 49. 73 84.85 1.2 9.39 16. 02 2.3 10.24 17. 46 Newton . . 187. 36 173. 25 North Adams . 2, 418 60.62 76 72 2.5 10. 14 12. 83 4.2 13. 33 16. 87 North Brookfield. . . 2, 812 54. 39 54. 58 1.9 11. 81 11. 85 4.2 13.60 13.64 Northampton . 4,855 77. 57 79. 29 1.6 13.88 14. 18 2.9 24. 10 24. 64 Northb ridge . 3, 816 118. 76 113. 16 3.1 14. 40 13. 69 3.8 18. 41 17. 54 Peabody _ 12. 30 13. 88 15. 82 17. 88 Pittsfield . 2, 434 58. 03 63. 34 2.4 12. 43 13. 56 5.1 17.48 19. 08 Plymouth . __ 72. 91 1.6 16.11 3.5 21. 63 Randolph . 4, 820 96. 18 88.34 2.0 18.14 1G.66 3.8 19. 23 17. 67 Rockland . 3, C94 38. 34 31.19 1.0 15.34 12.48 4.2 19.71 16. 04 Salem . 6, 294 89. 22 120. 89 1.4 16. 04 2L. 74 2.5 22. 30 30. 22 Somerville* . 5, 699 90.67 88.44 1.6 18. 18 17. 73 3.2 27. 52 26.84 Southbridge . 2,614 42. 09 79. 56 1.6 8. 79 16. 62 3.4 14. 90 28.17 Springfield ......... 116. 23 139. 94 18.26 21. 99 31. 63 38. 09 Stench am . " 4,* 557 86. 62 75. 62 1.9 16.57 14. 47 3.6 25. 73 22.47 Stoughton* . 2, 924 51. 58 69. 46 1.8 9.94 13. 38 3.4 12. 85 17. 30 Taunton* . Wakefield . 3, 751 127. 19 124. 07 3.4 13. 63 13. 30 3.6 17. 79 17. 35 Waltham . 5, 582 111. 30 99.92 2.0 20. 98 18. 84 3.8 24. 06 21.61 Warren . 3,522 98. 97 93. 70 2.8 12. 07 11. 43 3.4 15. 66 14.83 Watertown . 7, 329 110. 87 98. 76 1.5 20. 60 18. 35 2.8 27.71 24. 68 Webster . 1, 970 47. 29 123. 08 2.4 5. 81 15. 13 3.0 7. 04 18. 33 West Springfield _ 4, 488 94.35 69. 15 2. 1 19. 02 13. 94 W es thorough _ 16. 18 20. 83 Westfield . 5,182 88. 10 92.11 1.7 14. 54 15. 20 2.8 20. 20 21. 11 W eymouth . 3, 936 116. 26 90. 62 3.0 17.06 13. 30 4.3 23. 25 18. 12 Winchester . 6, 752 159. 10 140.50 2.4 20. 40 18. 01 3.0 28. 08 24. 79 W oburn . 3, 970 37. 22 41.99 0.9 13. 83 15. 60 3.5 18. 85 21. 27 Worcester..... . 5,647 94. 97 110.29 1. 7 16. 31 18.94 2.9 21. 60 25. 09 * Statistic s of If SS6-S7. CITY COMMON SCHOOL STATISTICS. 369 Table 27. — Comparative Statistics for 1687-88 of Property, Expense* for Tuition, and Receipt* from Local Taxation of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. City or Town. Total Assessed Value of Prop¬ erty of City or Town Per Cap¬ ita of Population 6-14. Value of School Prop¬ erty Per Cap¬ ita of— o « £(> llf © © ^ co : Cost of Supervision and Teaching Per Capita of— Cost of Supervision and Teach¬ ing in Mills per Dollar of As¬ sessed Valuation. Amount Received from City or Town Taxes Per Capita of — Amount Raised by City or Town Tax in Mills per Dollar of Total Assessed Valuation. Population 6-14. 1 Average Attend¬ ance. ||5 =« a a o o .J£f =f O P Population 6-14. Average Attend¬ ance. Population 6-14. Average Attend¬ ance. 1 2 3 4 5 6 7 8 9 io 11 Mills Mills MICHIGAN. Per ■per per cent. dollar. dollar. 293 $80. 93 $110. 18 $11. 25 $15. 32 $Q. 72 $13. 23 294 Ann Arbor . $3, 394 iOl. 26 '107.87 3.0 15. 30 16. 29 “'i'b' 12. 09 12.88 3.6 295 97. 90 130. 54 296 68.92 1.9 12.31 3. 5 18. 93 5.3 297 Cadillac . 1,257 44. 14 54. 35 3.5 11. 43 14. 07 9.1 16. 78 20.66 13.4 298 1, 927 20. 94 49. 05 1.1 5. 13 12. 02 2.7 299 90.44 82. 46 300 Detroit . 4,130 37.61 85. 81 0.9 6. 79 15.49 1.6 10. 80 24.63 2.6 301 East Saginaw . 2, 071 44.11 62. 23 2.1 10. 38 14.64 5. 0 13. 91 19. 62 6.7 302 58.14 111. 72 6. 41 12. 31 303 Flint a . 4. 624 166. 92 122. 50 3.6 (a) (a) (a) (a) (a) (a) 304 Grand Haven' . 1, 555 56.83 63.67 3.7 8.18 9. 16 5.3 11.52 12. 91 7.4 305 Grand Rapids . 2, 747 85. 53 100. 58 3.1 13.87 16. 31 5. 0 21.23 24.97 7.7 306 Ionia* . 2,718 1 82. 23 70. 93 3.0 15. 50 13.37 5.7 19.16 16. 53 7.1 307 Jackson . . . 79.83 83.22 14.53 15. 14 308 Kalamazoo . 2, 766 78. 99 91.20 2.9 10.44 12. 05 3.8 12. 18 14.06 4.4 309 T.ndin oton _ 1,793 107. 55 6.0 11.94 6.7 25. 27 14. 1 310 Marquette . 2,311 47.96 66.03 2.1 9. 77 13. 45 4.2 14. 87 20. 47 6.4 311 j Marshall . 2,662 1153. 79 186. 05 5.8 14. 39 17.40 5. 4 15. 99 19.35 6.0 312 Menominee . 2, 023 1 40.44 61. 63 2.0 9. 53 14.53 4.7 11. 82 18.01 5.8 313 | Monroe........ . j 34.32 90. 00 2.10 5. 50 314 j Negaunee . 1, 956 | 38.33 70. 22 2.6 7. 98 14.62 4.1 11. 30 20. 70 5.8 315 | Niles . . . 2, 532 ! 73.79 78.30 2.9 13. 66 14. 50 5.4 18. 38 19.50 7.3 316 Pontiac* . 3, 497 150. 13 134. 93 4.3 15.73 14.14 4.5 14.37 12.91 4.1 317 1 Port Huron . . 2, 080 ! 49.34 2.4 7.10 3.4 318 1 Sarnnaw _ _ 78. 90 12.40 20.44 319 j "West Bay City . 1,090 j 41.27 43. 13 3.8 8. 80 9. 20 8.1 9. 32 9. 75 8.6 320 j Wyandotte. _ 57.82 87. 50 8. 81 13. 33 8. 95 13.54 321 i Tpsilanti ........ _ i 57.74 93. 97 MINNESOTA. 322 Anoka . 2,184 70. 74 75.56 3.2 12.78 13.65 5. 9 14.71 15. 71 6.7 323 ! Brainerd . 324 ! Crookston . . 101. 90 4. 9 13.43 6.4 325 ! Duluth. . 27,027 1197. 91 177. 18 0.7 22.63 20. 26 0.8 35. 55 31. 82 1.3 326 i Faribault* . . 117. 45 4. 4 13. 93 5.2 17.75 6.6 327 i Mankato* . . 70. 61 2.4 13.45 4.6 20. 66 7. 0 328 j Minneapolis . 4,162 j 60.72 125. 71 1. 5 10.52 21. 78 2.5 329 1 Fed Wing . 70. 83 3.7 15.47 8.1 17. 77 9.3 330 1 St. Cloud . _ 2,100 | 52.51 87.72 2.5 9.05 15. 12 4.3 10.43 17.42 5.0 331 St. Paul . j . 195. 90 1. 9 27. 76 2.7 332 j Still Water _ 147. 26 3 6 17. 34 4. 2 27. 26 6. 6 333 | Winona*.... . i . 154. 03 4, 0 15. 11 4. 0 15. 01 3.9 MISSISSIPPI. 334 ; Jackson...... . 22.16 25. 00 3.14 I 3.55 - 335 i Meridian . 1, 773 7.75 16.49 0.4 5.52 i 11.75 3.1 5.07 10.78 2.9 336 j Natchez . 943 11.79 31. 93 1.3 4. 47 j 12.10 4.7 3. 17 8. 59 3.4 337 j Vicksburg . 1, 637 15.62 33.11 1.0 6. 07 12.87 3.7 6. 80 14.41 4.2 MISSOUBI. 338 ! Bntler . 1,126 j 46.82 61. 84 4.2 7. 20 ! 9.51 6.4 7.36 9.73 6.5 339 I Carrollton . 1,714 ! 68.55 67. 80 4.0 11. 73 11.60 6.8 12. 69 12. 55 7.4 340 Carthage . 1,285 ! 41.98 52.94 3.5 8. 92 ; 10.50 6.9 8. 85 10.66 7.0 341 i Chillicothe.* _ : 38.85 60. 12 342 j Clinton . 1, 184 ] 53.72 63. 12 4.5 7. 87 : 9.24 6.6 * Statistics of 1886-87 a See foot-note a, p. 281. 24 ED 343 344 345 346 847 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 .371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 EDUCATION REPORT, 1887-88, 5LE 27. — Comparative Statistics for 1887-88 of Property , Expens eceipts from Local Taxation of Public School Systems of Cities ai ier 4,000 Inhabitants — Continued. City or Town. i, i, o d £hI ac >>3 X — i x 3 O x . Zm <4 ocg co.. Value of School Prop¬ erty Per Cap¬ ita of— P . gif .aSEH O -. c ~ .'S [t>^ o ilSl 3 O § Cost of Supervision and Teaching Per Capita of— CO " j Sd .2^0 151 !?£ O . r x oLm x S £ O-h E Population 6-14. 3 *3 ® o 3 1 b£ c u 1 © p tH o ® - o C £ t£cs c p < 1 3 3 4 5 6 7 8 Missouri — continued. Per Mills per cent. dollar. Columbia . $1, 137 $21. 30 $37.13 1.9 ' $5.87 S10. 22 5.2 De Soto . 788 38.42 48. 67 4.9 4. 36 | 5. 52 5. 5 Hannibal . 1,116 i 28.48 45. 43 2.6 i 7.24 i 11. 56 6. 5 Independence . 1,521 60. 82 81.88 4.0 ; 6.80 9.16 4.5 Jefferson City* . 1,016 i 34.99 60.83 3.4 1 5. 88 10. 23 5. 8 j j 50.39 128. 15 | 6.43 16. 35 1, 106 ! 10.21 23. 53 0.9 Louisiana . 1, 181 28. 03 37.44 2. ^ ! 5. 97 7. 98 5.1 1 Maryville . 1, 687 : 65. 69 72. 68 3.9 ; 8.i5 9. 02 4.8 ! Mexico . 1,410 1 30.71 36.75 2.2 ; 8. 78 10.50 I 6.2 ; Moberly . 511 ! 21.52 42. 08 4.2 , 4.69 9. 16 9.2 i Hevada . 948 ! 50.12 57.49 5.3 ! 8.42 9. 66 8.9 ! Pierce City _ ! 38.25 i 7.30 Rich Hill . . . 694 19.67 26. ii ' 2.’ 8* ! 5. 66 7. 51 8 1 j St. Charles . 1, 574 20. 15 53. 62 1.3 ! 4.17 11.11 2. 7 ! St. Joseph. . 1, 530 1 20.24 66. 20 1.3 4.96 16. 21 3! 2 | St. Louis _ 89. 11 1.6 17.73 ; 3. 1 ! Sedalia . 1, 480 53.46 62. 63 i 3.6 \" 9.'62* 11.27 6. 5 ! Springfield . 1, 418 1103. 06 153.55 ! 7.3 5.30 7.90 : 3.7 Washington . 504 9.80 34.17 . 1.9 3.26 ! 11.36 6. 5 j MONTANA. Butte City . . 5,266 58. 98 78.35 1.1 ! i* 24.43 3.5 NEBRASKA. | 12. 20 ! Beatrice . 1, 289 74. 58 84.42 5.8 13.81 9. 5 Fremont* .......... l 54.45 56.12 1 12.46 12.85 Grand Island . "*‘648’ ! 92.36 105. 52 j ' 14.3 [ 14.05 16. 08 21.7 Hastin ^s. .......... 1,753 :116. 56 135. 85 J ! 6.7 9. 58 11.16 5. 5 i Kearney _ 992 !l00. 96 105.18 ' 10.2 ! t 12.00 12. 50 12.1 1 Lincoln . . . 997 i 81. 54 ' 125. 62 8.2 j 7.12 10. 98 7.! Omaha . 2, 302 137. 32 175.64 [ 6.0 i 17 ■ 61 ! 22.52 7.7 PI attorn nn th _ 546 49. 59 63.15 1 9.1 NEVADA, . Carson City . 1, 780 28. 16 30.37 1.6 | 13.11 1 14.14 7.4 Gold Hill . 925 83. 72 9. 1 l . i Virginia City . 1, 046 23.80 ..... _ 25.21 2.3 1 ! 14. 86 1 15. 75 14- 2 NEW HAMPSHIRE. Claremont . 3, 316 55. 56 65.42 ' L 7 | 9.44 11.11 2.8 Concord _ _ 14.34 1 Dover . 5,014 87.58 ; 127. 36 i i. 7 j 11.88 17. 28 j 2.*4 " Keene* .......... _ 11.31 1 ■ Manchester . . 141.82 : i.6 ! 17. 27 1.9 1 Hashua . 5, 256 122. 83 178.90 ; 2.3 i ]L3."o8 19.04 2.5 I Portsmouth . 4,944 ! 30.58 33.85 0.6 ' 15.03 16. 75 3.1 Rochester . 2,563 ; 47. 56 57.81 i 1.9 11. 34 13. 78 4.4 Somersworth. . 2, 026 59. 59 86. 96 2.9 j 8. 49 12. 39 4.2 NEW JERSEY. ; Atlantic City* _ ... 3, 015 65.42 96.27 ! 2.2 . t Bavonne . 3, 374 51. 61 96.22 1.5 10.90 ; 20.32 3.2.1 Camden . 1,533 37. 38 41.73 : 2.4 7.70 ! 8.60 5.0 1 * Statistics of 1886-87. CITY COMMON SCHOOL STATISTICS, 371 Table 27. — Comparative Statistic* for 1887-88 of Property, Expenses for Tuition, and Receipts from Local Taxation of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. City or Town. £ s 7 c: $ - >H.2 Hi g* <1 o£ — >>S Value of School Prop¬ erty Per Cap¬ ita of— liatio of Value of School Pr op¬ erty to Total Assessed Val¬ uation of City or Town. Cost of ' Supervision ! ' and Teaching 1 Per Capita 1 of— jn £ ci <« * P c 2 c !?l > g ! *2 B S x ~ o 1 c x 0 Amount Received from City or Town Taxes Per j Capita of— (4 U fZ 05 J 0 Si? — a _ JZ n 5 .2 s 30 cs w <5 Population 6-14. Avorage Attend¬ ance. CO 0 1 - <6 » 2 ! i § € Averago Attend¬ ance. 1 2 3 4 5 6 7 8 9 10 11 mils mas NEW JERSEY— COnt'd. Per per per cent. dollar . dollar. 387 $2, 373 $19. 99 $42. 33 0.8 $8. 69 $18. 41 3.7 $3. 00 $6.35 1.3 3KR 389 Harrison . 1, 382 11.06 46.24 6.8 j 6.22 26.01 4. 5 1.45 6.07 1.1 390 1 890 18. 33 45.06 1 0 ! 5. 56 13.66 j 2 9 391 2,669 32. 62 1.2 1 8. 91 2.7 1. 78 : 0.7 392 78.56 122. 63 8. 92 13.92 i 8.96 I 13.' 99 393 Millville . 1,749 35.45 41.75 2.0 ID. 03 11.81 5.7 10.10 11. 89 5.8 394 Montclair . 3,442 67.13 88.19 ; 2.0 18.06 23.73 5.2 18.58 j 24 41 5.4 395 Morristown . . 4,184 58.57 95.11 j L 4 9.93 16. 13 2.4 9.62 ! 15.63 2.3 396 Mount Holly . 2,505 17.80 31.76 0.7 8.77 15.64 3.5 4 41 : 7.87 1.8 397 39. 69 77.14 1 6. 75 13.12 1.2 398 ' 3 012 i 37. 64 1 77 11 1 1. 3 ! 8. 08 16. 56 2. 7 3. 55 7 97 399 ............ Orange . 1* 772 j 33! 48 S5. 93 | 1.9 7! 01 is! 00 4!o 2. 55 6. 55 1.4 400 Passaie . 2, 060 j 49.08 78.69 | 2.4 8.60 13.80 4.2 9.92 15. 90 4.8 401 Paterson _ 30.09 48. 55 * 7. 96 12. 85 402 PMUipsburg . 1, 726 j 21.67 j 26.89 | . 1.3 ! 8.51 10.57 4.9 4. 37 5.42 2.5 403 1 Plainfield . 3,200 j 80.63 105.07 . 2. 5 12.69 16.54 4.0 11. 97 15. 59 3.7 404 ! Hallway ............ 2, 284 ! 10.32 14 08 4, 5 7.63 10. 40 3.3 405 Salem _ 3,728 ' 34.41 0. 9 ! 10.77 2. 9 6.34 1.7 406 ; Trenton . 2,613 30.74 " 58. 2i 1.2 7.70 14. 58 2.9 2. 59 4 91 L0 407 | Weehawken . 1, 244 i 40.43 55.37 ! 3.3 7.42 10. 17 6.0 4 98 6.81 4 0 NEW YORK. 408 ' Albany ............ 90.21 ! 1.3 ! 16.65 2.4 15. 67 2.3 409 Albion . 3, 224 ! 55. 51 77.85 ! 1.7 ! . | 14. 08 19. 74 4.4 n. 03 15.46 3.4 410 1 Auburn _ 3,177 I 75, 58 j 97.50 2.4. 11. 66 15.04 3.7 17.76 22. 91 5.6 411 Pft'faVlA rt-nv _ 2 862 , 104.9° 1 142. 79 3. 7 8. 90 12.11 3. 1 412 Binghamton . 4^ 435 j 74. 78 so! 71 ! 1.7 11.88 12. 82 2. 7 13.96 15. 07 3.1 413 Brooklyn _ 52. 13 16. 57 414 Buffalo . | 3,029 | 35.97 70. 75 1.2 10. 28 20. 72 3.4 11. 79 23. 79 3.9 415 Canandaigua . i : 4, 918 86.26 115. 20 1.8 9. 68 12.92 2.0 10. 72 14 32 2.2 416 Catskill . 1 64.42 1.3 ; 9. 55 1.9 ! 9. 62 1.9 417 27. 65 j 52. 23 1. 0 1 6 48 1° 23 2. 3 7.92 14. 95 2.9 418 Corning* . 2, 057 110.10 ! 119. 30 5! 4 11.73 1 \ 12.71 5.’ 7 16. 13 17.88 7.8 419 Corf land _ 1,358 18. 96 j 41. 08 1.4 5. 22 i i 1L 31 3. 8 420 Dansville . i i 1,961 1 58. 05 108. 82 3.0 , 8.63 ! 16.18 4.4 11.77 22.06 6.0 421 Dunkirk . j ; 1,290 ! 79. 24 128.60 6.1 i 11.32 j 18.37 8.8 12.49 20.27 9.7 422 Ellen ville . i 556 42.27 49. 52 7.6 11.04 1 12.93 19.9 10.33 12. il 18.6 423 Elmira . . . I 3,601 108. 10 116. 16 3.0 * 12. 80 13. 75 3.6 1 18.56 i 19.94 5.2 424 Blushing* . ! 1, 138 41.33 104. 75 3.6 j 7.42 18.80 6.5 9.15 23. 18 8.0 425 j 4,768 54. 69 46.28 1.2 ! 10.62 8.99 2.2 | 8.18 6.92 1.7 426 1 Glovers ville ........ i 9.85 10.49 427 i Green Island . ; 2,728 54.62 i 62.94 2.0 j 10.97 12.64 40 11. 04 12.72 4 0 428 | Herkimer . . . 4,920 47.00 1 I 53. 50 1.0 12.85 14. 63 2.6 11.07 12.60 2.3 429 j Hoosick Palls . 1 3, 139 79. 05 ! 64.18 2.5 I 15.64 | 12.70 5. 0 21. 58 17.52 6.9 430 Hornellsville . ; 2, 872 47. 38 ! 49.83 1.7 1 11.27 11.86 3.9 12. 34 12. 98 4 3 431 : Hudson . 60. 66 0. 9 13.01 2.0 8.12 1.2 432 I Hion . 1,977 52.72 i 39. 79 j 2.7 i 16.59 i 12,52 8.4 17. 13 12. 93 &7 433 I Ithaca . 1,980 99. 71 I 107.98 5. 0 12.91 13. 98 6.5 14.60 15.84 7.4 434 | Jamaica.... . ! 7.27 8.47 435 Jamestown . I 1, 622 72.11 81. 27 4. 5 i 13.74 15.48 8.5 9. 98 11. 24 6.7 436 Johnstown . 1 2, 113 61.57 ! 73.43 2.9 1 9. 35 11. 16 4 4 11.45 13. 65 5.4 437 l Kingston . j 3,985 113. 23 153. 57 2.8 13.73 18.62 3.4 16. 26 22.57 4.1 438 Lansingburg . 1 3,475 31. 02 46.25 0.9 j 9. 23 13. 76 2.7 9. 69 14 45 2.8 439 i Little Falls . j 1,029 . . 10.01 11. 05 9.7 j 1410 15.58 13.7 440 j Lockport . " 33. 09 *L0 13.48 4.3 14.54 4 6 441 Long Island City. . . i 2, 008 19.11 26. 57 L0 1 7.76 10. 79 3.9 ; 9. 77 ! 13.58 49 442 j Lyons . . i 2,645 33. 61 31.05 1.3 1 13.04 12. 05 49 | 15.50 i 14 32 5.8 * Statistics of 1886-87. 372 EDUCATION REPORT, 1887-88. Table 27. — Comparative Statistics for 1887-83 of Property , Expenses for Tuition , and Receipts from Local Taxation of Public School System# of Cities and Towns containing over 4,000 Inhabitants— Continued . • City or Town. Total Assessed Value of Prop¬ erty of City or Town Per Cap¬ ita of Population 6-14. Value of School Prop¬ erty Per Cap¬ ita of— Ratio of Value of School Prop¬ erty to Total Assessed V al- uat’ion of City or Town. Cost of Supervision and Teaching Per Capita of— Cost of Supervision and Teach¬ ing in Mills per Dollar of As¬ sessed Valuation. Ajnount Received from City or Town Taxes Per j Capita of — Amount Raised by City or Town Tax in Mills per Dollar of Total Assessed Valuation. Population 6-14. Average Attend¬ ance. Population 6-14. Average Attend¬ ance. Population 6-14. Average Attend¬ ance. 1 2 3 4 5 G 1 1 7 § 10 11 NEW YORK — contin- Mills Mills ued. Per per per cent. dollar. dollar. 443 Malone . $2, 260 $73. 89 $73. 32 3.3 $11.79 $11. 71 5.2 $14.24 $14. 13 6.3 444 Medina . 3, 377 55. 89 59. 08 1.7 12.56 13. 28 3.7 10. 47 i 11.06 3.1 445 Middletown* . 2, 260 56. 19 60.69 2.5 11. 14 12. 03 4.9 13. 98 15.10 6.2 446 Mount Vernon . 1, 658 89. 08 98. 20 5. 4 17.16 18. 92 10.3 24. 06 26. 52 14.5 447 New Rochelle . 1, 719 61.02 111.11 3.6 10. 94 19.92 6.4 15.14 27. 57 8.8 448 New York . 6, 105 65. 43 89.51 1.1 14. 24 19.49 2.3 17. 02 23. 29 2.8 449 Newburg . 2, 778 80. 49 115. 63 2.9 11.13 15. 99 4.0 13. 29 19.09 4.8 45ft 1 999 45 22 68. 81 2. 3 7. 99 12. 16 4 0 451 Ofean . 1, 667 78. 89 85. 57 4! 4 10. 79 12.49 6. 5 15. 24 17. 65 9.1 452 Oswego . 2, 417 48. 18 69. 05 2.0 8. 83 12. 66 3.7 9. 02 12. 93 3.7 453 Owego . . 16. 85 18. 97 454 Penn Yan . . 86. 32 3.2 16. 52 6. 1 455 Plattsburg* . 1, 168 55. 33 69.00 4.7 9.84 12 28 8.4 11.44 14. 27 9.8 456 Port Chester . 1, 419 57. 45 103. 15 4.0 11. 33 20.34 8.0 14.44 25. 93 10.2 457 Port Jervis . 965 45.48 50. 93 4.7 10. 27 11. 50 10.6 9. 65 10. 80 10.0 458 Poughkeepsie . 3, 854 51. 28 74.13 1.3 10. 29 14. 87 2.7 10.38 15. 00 2.7 459 Rochester . 60. 31 0.9 15.17 2.3 21.37 3.3 460 Rome' . . 52. 90 63. 02 11. 54 13. 75 10. 19 12. 14 461 Saratoga Springs. . . 2, 968 78. 71 74. 63 2.7 16. 95 16. 06 5.7 20. 06 19. 02 6.8 462 Seneca F alls _ .... 46. 45 58. 57 9.39 11.84 463 Sing Sing . 2, 006 34. 38 41. 33 1.7 14.20 17. 07 7.1 15. 77 18.96 7.9 464 Syracuse . . 2, 620 76. 17 102. 87 2.9 11.00 14. 85 4.2 14. 29 ' 19.30 5. 5 465 Tarrytnwn _ . 7, 076 45.79 64. 39 0. 7 14. 27 20.08 2. 0 i . 466 Tonawanda . 1, 056 24.’ 15 43. 17 2.3 4. 95 8.65 4.7 3. 17 j 5.54 3.0 467 Troy* . . 89. 54 1. 1 19. 24 2.4 15.56 1. 9 468 Utica . 2, 524 52. 92 80. 77 2.1 '*9*72* 14. 83 3.8 9. 33 ! 14.25 '3.8 469 Waterford . 1,343 25. 68 36. 42 1.9 10. 34 14. 66 7.7 9. 12 | 12.93 S 6.8 470 Waterloo . 3, 367 68. 83 78. 15 2.0 12.16 13.80 3.6 13. 32 I 15.13 l 4.0 471 Watertown . 2, 539 63.74 86. 29 2.5 11. 52 15. 60 4.5 13. 04 | 17.65 5.1 472 W estNew Brighton* 1, 255 37. 03 57. 06 3.0 12. 33 19.01 9.8 14. 63 22.55 11.7 473 White Plains . 118. 77 3.5 17. 20 5.1 474 Yonkers . 4,399 44.44 100. 21 1.0 9.78 22. 05 2.2 13. 67 30. 82 3.1 NORTH CAROLINA. 475 Durham . . 476 Fa yetteville . . 2,782 5. 90 19. 91 2. 1 3.43 11. 58 1.2 477 New Berne* . 16. 65 27. 27 1 478 Raleigh . . 15. 67 27. 99 4.37 7. 80 3.84 6. 86 479 Reidsville . 1,629 4. 20 8. 60 0.3 4. 14 8. 46 **2*5’ 2. 04 4 18 1.3 480 Winston ........... 35. 41 52. 34 OHIO. 481 Akron . 2, 312 120. 24 137. 21 5.2 11.15 12. 73 4.8 21. 05 24. 02 9.1 482 Alliance . 1, 696 127. 80 133. 06 7.5 9. 59 9. 98 5.7 18. 26 10. 02 10.8 483 A shtabula . . _ 84. 72 484 Bellaire . 1, 545 .... | 6.43 9. 33 4.2 485 Bellefontaine . 87. 09 102. 79 14.58 17. 20 15.58 18. 39 486 Bucyrus . 2,861 i 111. 41 132. 98 ’*3." 9* 9. 05 10. 80 3.2 15. 94 19. 03 . 5.6 487 Canton* . 2, 203 73. 44 93. 04 3.3 8. 57 10. 86 3.9 15.28 19. 37 6.9 488 Chillicothe . 2, 590 68.60 97. 97 2.7 12. 04 17. 20 4.6 12. 79 18. 27 4.9 489 Cincinnati . 3. 830 50. 25 . 81.76 1.3 13. 24 21. 53 3.5 17. 37 28. 26 4. 5 490 Circleville* . 2, 961 103. 49 151. 47 3.7 13. 40 -9. 09 4.5 14.51 20. 68 4.9 491 Cleveland . 2, 574 11.84 17. 32 4.6 12.86 18. SI 4.9 492 Columbus . 2,932 77. 69 116. 13 2.7 11.06 16. 54 3.8 15. 79 23. 60 5.4 * Statistics of 1SS6-87. CITY COMMON SCHOOL STATISTICS. 373 Table 27. — Comparative Statistics for 1887-88 of Property , expenses for Tuition, and Itcceipls from Local Taxation of Public School Systems of Cities and Totcns containing over 4,000 Inhabitants — Continued. City or Town. §*« Value of Lr ^ School Prop- ^ o . erty Per Cap- = ita of — i o a i j tr a - T. Z - f c ? tc '. fJx x r © III Cost of ' Supervision aud Teaching Per Capita of— c: ^ \ .£ u 3 a. z, ^ -2 u? x — w C -r- 3D Amount Received from City or Town Taxes Per * Capita of— — ® « a | < ° H.2 2 >y - o §2 §■ o h* 1 1 l?3l 8 \xmu ■puojiv oKujtuAy ci r 0 3 ~ ; O •c Z < ® tt 3 < 1 2 3 4 5 6 7 8 9 10 11 1 ' inns ; Mills i Ohio— continued. j Per j per per cent. 1 dollar. ! dollar. . $55. 52 $75. 90 $14. S3 $20. 09 491 Defiance* . $2,040 89.36 95.94 |3.T 7.83 10.84 3.8 ! $5. 93 $3.20 i 2.9 495 Delphos . 1, 229 49. 79 53.21 3. 3 8. 15 10.63 6.6 8.60 11.22 1 7.0 . 35.09. 56. 82 . 6.42 10. 10 4.08 ; a 42 * 109.42 j 3. 8 14.91 5.1 1 1 438 72. 96 88.88 1 5. 1 499 Fostoria . 2,035 75.02 83.12 ! 3.7 9.29 : 10.30 4 6 i 0.40 0.45 j 0.2 500 Fremont . 1.976 54.50 73. 08 : 2.8 10. 27 13.77 5.2 16. 01 21.47 1 8.1 501 Gabon . 1.970 103.42 108.39 , 5.3 10.23 j 10.70 5.2 11. 42 11.91 i 5.8 502 Gallipolis . 2,267 i 39.82 4S. 68 ; 1.8 10.45 12. 77 46 j 12.29 ' 15.02 5. 4 2, 384 55. 03 79. 92 1 2. 3 11.13 16.16 47 504 Ironton . L 663 49. 29 i 59. 52 ! 1 3.0 9.86 11.91 5.9 ; 10. 19 i 12. 30 6.1 505 Lancaster . ' 2,513 78.26 9S. 47 3. 1 ; 12.55 15. 79 5. 0 : 16.27 ! 20.48 6.5 506 Lima* . ! 1, 857 48. 39 | 64. 09 2,6 ! 1 7.94 10.51 4 3 j 9. 74 12. 91 5.2 507 j Mansfield* . . . | | . 112. 15 : 115.49 13.14 13.53 23.53 ! 24.23 508 Marietta . j i 2, 289 39. 53 : 44.46 j 1.7 j 11.52 ; 12.96 5.0 4 38 : 4 93 1.9 509 Martinis Ferry . i 41.71 ! 48.19 9.14 1 10.57 0.30 1 0. 35 510 Massillon* ..T . 1 1,702 j 67.55 j 96.39 4.0 1 8.13 11.60 48 ' 11.69 : 16.68 6.7 511 Middletown* . 2, 601 ■ 84. 92 156.44 I 3.3 8. 55 i 15.75 3.3 j 10.73 | 19.75 4.1 512 Mount Vernon . 2,629 1 87.27 95. 08 ' ! 3.3 . i . 513 Xelsonville . . 909 ! 75.65 82.87 ! ! 8.3 7.93 8.69 8.7 ' ! 514 Xewark . : . ; 515 i Xorwalk . i 2,231 82.30 : 106. 22 3.7 11.44 14 76 5.1 14.84 19.16 6.7 516 Painesville . ; 3, 389 71. 02 100.80 2.1 14 73 i 20.91 4 3 18.23 j 25. 87 5. 4 517 ; Piqua . ! 2, 085 : 57. 17 j 95.94 2. 7 8. 40 1 1410 40 11.98 20.11 5.7 518 Portsmouth. . 121. 70 8.01 1 13.15 8. 78 14.42 519 Ravenna . ' 18.92 i 21. 85 520 Salem* . 1 L0 2.1 i 2.9 521 Sandusky . 1, 740 44. 50 65. 76 ; 2.6 8.23 1 12.17 47 i 12.01 | 17. 75 ! 6.9 522 Sidney . ! . . . 523 Springfield . ! i 3, 109 53. 43 j 70. 29 L 7 11.92 15.69 3.8 14 97 19.69 ! 4.8 524 | Steubenville . i 2,020 59.90 ; 86.93 : 3.0 10.20 14 80 5. 0 14 08 20.44 7.0 525 Tiffin . . ! 1,993 77.44 122. 55 ! 4.0 8.57 : 13.57 43 12.44 ; 19.69 ! 6.2 520 Toledo . j 2.367 j 56.59 102.56 i 2.4 j 7. 19 ! 13.03 3.0 : 12.29 i 22. 28 5.2 527 UTbana . . . j 3. 368 90. 28 122.01 ' 2.7 l 12.47 16. 85 3.7 ■ 20.33 i 27. 4? ' 6.0 528 Yan Vert . 1 1,583 70.24 1 76.27 44 ! 10.46 11. 36 6. G 15. 16 16. 47 9. 6 529 YY asking-ton C. H . . J 2,593 117.90 ! 100.33 4.6 1410 12.00 5.5 20.12 17.12 7.8 530 "Wooster* . . 111. 21 120.91 j 12.43 j 13.52 13.32 14 48 531 Xenia . . . 3, 018 67. 57 86.94 2. 2 i 532 Youngstown . j 124. U3 1 5’ 6 1 i 12.85 j 5.8 14 98 6.7 533 Zanesville* . j 11.26 16.06 OREGON. ] 534 Astoria . . 129. 95 L 9 ! 13. 74 2. 1 ■ -22. 40 3.4 535 Portland . i 3,882 105.76 12s! 94 2.7 19.41 ! 23. 67 5. 0 12." 76 ■ 15. 55 3.3 536 Salem . i L 611 59. 20 85.49 3. i 6.83 12- 64 ■ 4.2 | 8.27 14 08 5. 1 ■ PENNSYLVANIA. 537 Alle^henv . . 113. 93 2. 4 ; 13.77 2. £• j 22.20 48 538 Allentown . i 164.17 ' 10. 74 3.7 ! 17. 66 6. 1 539 Altoona . . .! 77.49 2. 2 8. 06 2 c' 14 99 42 •r40 Ashland . 42.22 3. 1 8.91 6.5 14 89 10.9 541 Beaver r ails . 1, 0GG 68.04 60.' 71 ! 6.4 9.45 8.43 8.9 14 07 I 12. 55 13.19 542 Beliefonte . j L 770 94. 05 91. 22 5.3 10.35 10.04 5. 8 16.95 1 16.45 9.6 543 Bethlehem . ! 127.10 3.3 9. 53 2.5 18.53 4. 8 544 Braddock . ‘ 2, 850 89. 25 60.95 3.1 12.64 8.63 ■ 4. <1 545 Bradford . . 41.27 5.5 10. 79 14-4 , 16.83 i 22.4 * Statistics of 1836-87. 374 EDUCATION REPORT, 1887-88, Table 27 .—Comparative Statistics for 1887-88 of Property , Expenses for Tuition , and Receipts from Local Taxation of Public School Systems of Cities and Towns containing over 4,000 Inhabitants — Continued. 1 \ City or Town. Total Assessed Value of Prop¬ erty of City or Town Per Cap¬ ita of Population 6-14. Value of School Prop¬ erty Per Cap¬ ita of— Ratio of Value of School Prop¬ erty to Total Assessed Val¬ uation of City or Town. Cost of Supervision and Teaching Per Capita of— Cost of Supervision and Teach¬ ing in Mills per Dollar of As¬ sessed Valuation. Amount Received from City or Town Tax Per Capita of— Amount Raised by City or Town Tax in Mills per Dollar of Total Assessed Valuation. Population 6-14. Average Attend¬ ance. Population 6-14. Average Attend¬ ance. Population 6-14. Average Attend¬ ance. 1 2 3 4 5 6 7 8 9 10 11 PENNSYLVANIA— COn- / Mills Mills tinued. Per per per cent. dollar. dollar. 546 $3, 019 $55. 13 1.8 $9.24 3. 1 $14. 19 4 7 547 Butler . $56. 57 7. 0 $7. 63 9.5 $10.41 12.9 548 Carbondale . 3.9 13.1 15.7 549 10.40 4.4 15.28 6.6 550 46. 41 2.4 10. 90 5.6 12. 64 6.5 551 552 32.70 1.7 8.79 4.5 11.23 5.8 553 85.56 1.7 10. 85 2.2 20. 19 4. 0 554 555 60. 64 9. 72 12. 56 556 Du Bois _ _ . 44. 37 6.5 6. 79 io. o 557 Dunmore . . 43.64 7.2 13. 04 21.4 15. 88 26.1 558 Easton* . _ 127. 70 2.9 14. 60 3.4 22. 03 5.1 559 Erie . 2,537 55. 93 94.74 2.2 8. 66 14. 66 3.4 10. 39 17.61 4.1 560 Greenville .. . 43. 38 3.3 9.87 7. 5 11.17 8.5 561 Harrisburs- _ 83.10 6.0 13. 39 9.6 17. 91 12.9 562 Hazelton . 565 38. 98 49. 32 6.9 8. 58 10.86 15.2 11. 80 14.93 20.9 563 Honesdale..- . 1, 500 81. 77 63. 72 5.5 16.74 13. 05 11.2 20. 38 15. 88 13.6 564 J olinstown 84. 15 10. 88 11.92 565 Lancaster . . 70. 16 1.7 11.60 2.8 12. 87 3.1 566 Lebanon . 1,421 67.13 51. 16 4.7 9. 31 7. 10 6.6 15.40 11.73 10.8 567 Lewistown . . . 9. 35 8.2 568 Lock Haven 102. 54 5.7 8.46 4. 7 19. 03 10.6 569 McKeesport . . 74. 19 2.4 11. 07 3. 5 15.96 5.1 570 Mahanov 45. 71 3.7 9.24 7.4 13. 52 10.9 571 Meadville 61. 73 4.5 14. 03 10. 2 20. 24 14. 7 572 Milton . 1, 107 70. 41 64.77 6.4 12. 93 11. 89 11.7 16. 59 15. 26 15.0 573 Monon {ra,b el a, 80. 53 5.5 10. 34 7.1 16. 35 11.3 574 Nan tricoke . 800 51. 05 62. 17 6.4 9. 10 11.08 11.4 15. 22 18. 53 19.0 575 New Brighton 38. 66 8. 52 13.83 576 New Castle. 83. 66 4.1 9. 81 4.8 13. 59 6.7 577 No rristown ..... 89. 30 2.2 14. 25 3.4 21.56 5.2 578 Oi 1 City * . _ 57. 46 5.0 12.28 10.8 20. 51 18.0 579 O ly pbant ........ 10. 57 8.6 13. 96 11.4 580 MhilAdelphia . . 82. 05 1.2 15. 00 2.2 21. 57 3.2 581 Phoenixville . 2, 965 49. 36 47. 76 1.7 10. 81 10. 22 3.6 1.5." 48 14. 98 5.2 582 Pittsburg 91. 94 1.3 15. 80 2.3 27.11 3. 9 583 Pittstoe . . 31. 24 3.9 10. 03 12.6 13.80 17.4 584 Plymouth . 47. 63 6.7 7. 98 11.3 12. 02 17.0 585 Pottstown. 94.54 3.4 9.27 3.4 15. 83 5.7 586 Heading- ...... 54. 13 1.4 8. 78 2. 3 14. 52 3.8 587 Scranton ... . . 51. 97 3.2 13. 02 8.1 24. 14 14. 9 588 Sharpsbnrc 25. 56 0.5 12. 07 2.5 13. 97 2.9 589 Shenandoah . 43. 75 4.6 8. 91 9.3 14. 88 15.5 590 South Bethlehem... 3, 725 65.90 69. 16 1.8 10. 33 10. 83 2.8 12. 23 12. 81 3.3 591 South Easton . 36. 45 1.6 10. 50 4.7 16. 20 7.3 592 Susauehanna 68.49 15.6 8. 72 19.9 593 Tamaqua . 56. 54 4. 0 7. 71 5.5 9. 13 6.5 594 Titusville .... 53. 11 13. 48 22. 08 595 Tyrone . 738 55. 96 52. 52 7.6 9. 45 8. 87 "12.8 *9." 88 9. 29 13.4 596 "Warren . 90.70 3.4 15. 44 5.7 18.12 6.7 597 Washington 53. 48 11.02 17.87 598 West Chester 132. 80 1. 6 16. 01 2.0 27.82 3.4 599 Wilkes Barre . 59. 99 6.4 10.99 11.7 17. 28 18.4 600 1 W J niJ5 | C. 1 I < j 'o Value of School Prop¬ erty Per Cap¬ ita of— i x * 5 C x Z i© 5^ e X. 1 Cost of 1 Supervision and Teaching Per Capita of— | J: * Amount ! Received from P'0 City or Town K- g j Taxes Per ; es ' Capita of— I u ! c c: >~o , 5 1| £ « 2 1 '©s> x f ii ! - c T. 1 ^ : < «§i fia® §1^ SH"o < 1 2 3 4 5 s 7 8 9 10 11 North Cential Di¬ vision d . ! $2,167 $55. 07 $88. 94 Per cent. 2.4 $9.87 $15. 95 Mills per dollar. 4.3 [$12. 56 $20. 07 Mills per dollar. 5.6 W estern Division e. . 4,880 1 62.91 104. 48 1.4 14. 72 24. 02 3.3 6.42 10. 77 1.5 Cities of first class (population 200,000 and upward) . 4,093 51. 19 81. 70 1.2 12. 37 19. 01 2.8 14. 67 22. 88 3.3 Cities of second class (population 100.000 ! to 200,000) . ! 3, 032 33. 95 83. 90 1.4 7. 81 16. 81 2.8 7.83 16.30 2.6 Cities of third class j (population 50,000 to 100,000) . 3, 503 58.23 82.60 1.7 11.26 15. 79 3.2 15. 38 [ 21.22 4.1 Cities of fourth class (population 25,000 to 50,000) . 2,956 53. 35 86. 01 1.9 10. 19 15. 69 3.3 11.00 1 17.40 3.6 Cities of fifth class (population 10,000 to 25,000) . 2,259 58.51 80. 98 2.4 9.72 13.74 4.2 11. 22 15.71 4.8 Cities of sixth class (population under , 10,000) . 2, 547 54. 85 69.48 2.3 10. 18 12.53 4.2 11. 38 14. 57 4.7 United States . . 3, 285 52.64 j 80.54 1.6 10. 85 16.29 3.2 12. 77 ; 19. 41 3.6 d Comprising Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Dakota, Nebraska, and Kansas. € Comprising Montana, Wyoming, Colorado, New Mexico, Arizona, Utah, Nevada, Idaho, Washing¬ ton, Oregon, and California. CHAPTER IX. THE TRAINING OE TEACHERS. Professional schools educate but a minority of the teaching body — Impossibility of obtaining statistics and information as to the character of “ institute” instruction — An examination of the proceedings of teachers' meetings instituted, for expressions of opinion on the condition of the teaching body — The characteristics of such associations — Their value — Problems of the year — Chairs of pedagogy — Nor¬ mal schools — Institutes — The Illinois institute syllabus — Local supervision of teachers — The College for the Training of Teachers in New York City — The Peabody Normal College — Proposed national nor¬ mal college — Physical and manual training — What and how normal schools teach — The Peabody Fund — The meagre salary excludes the professionally trained teachers from the country school — The State normal schools do not supply the demand in cities — Do the graduates teach ? — Not improbable that the annual demand for beginners is about equal to the number teaching who have attended a normal school — Attendance at public normal schools for 1887-88 — Graduates — Permanent funds — Tuition — Average annual cost of board and lodging — Receipts — Statistics of private normal schools — Kinder¬ garten training schools — Condition of normal schools and the ivork of other instrumentalities for qualify¬ ing teachers with extracts from the proceedings of their annual meetings for 1887-88, by States — Statistics of individual public normal schools. Table 32 — Of individual private normal school, Table 33 — Of in¬ dividual schools for training kindergarten teachers, Table 34. An Examination of Normal School Work not Sufficient. It is well known that the annual catalogue of institutions of every kind is not, in the great majority of cases, a record of the events of the year. It is not intended to be such; its purpose is avowedly to give information concerning the school as a place where edu¬ cation may he obtained, not to chronicle the vicissitudes of the year. It will therefore be seen that it is not from such a source that information as to the condition of the pro¬ fession of teaching is to be found ; nor would such information, if found there, be com¬ plete. An examination of the following pages will show that normal schools furnish but a small proportion of the teachers of the public schools; the vast majority have never received professional training. To educate this majority a peculiar and American insti¬ tution has been established called an institute. In this, at annual intervals, the teachers of the county or ‘ ‘ institute district ’ ’ are assembled for periods varying from one week to four or more, and receive instruction of uncertain kinds at the expense of the State, the county, or, in some cases, in part at their own expense. The activity of these two agencies for the professional training of the teacher and the intending teacher, and the results, might give some idea of the quality df the teaching in the schools were it possible to gauge the exact value of institute instruction given to adult pupils for one or more weeks in a manner varying with the locality and to a num¬ ber which may be all, many, or a few of the teachers of the district embraced. Such statistics are as yet impossibilities as far as this Office is concerned. But there is a third institution for the training, at least cultivation, of teachers that we have heretofore neglected, and this is the teachers’ association. Not that it is to be assumed that all the teachers of the State or county belong to these annually convened assemblies; far, unfortunately, from that. But because in following their discussions we may get at least some idea of the condition of the educational affairs of the State. There is another advantage that is to be considered; the proceedings of these meetings are for the most part printed in the school journals, and we are thus relieved from the necessity of awaiting the publication of reports, which so long delays our own. In the last report of this Office the presentation from the catalogue point of view was exhaustive, the normal school and its course of study were defined, and the origin and methods of the institute given. We will, therefore, assume that the reader knows that as one turns from contemplating one of these schools to another, a never-changing view is presented, kaleidoscopic in all save symmetry, and that institutes shade down from professional through elementary instruction until they degenerate into a parliamentary assembly; and, in view of this assumption, will proceed directly to considering the events of the year, first, however, making a few remarks on the varieties of the associations formed by those engaged in the profession of teaching. 379 380 EDUCATION REPOET, 1887-88. Teachers’ Associations. Even undertakers have an association, says Superintendent Palmer, of Alabama; why not the teachers? The idea is not new, and the many pedagogical associations of Ger¬ many have been thought by some to have been a great influence in forming the peda¬ gogical part of that most pedagogical nation, where, as Grimm says; teachers are as com¬ mon as monks in Spain or Italy. Alumni associations are formed primarily on mem¬ ories of the past not unconnected perhaps with anticipations of more material pleasures annually, and joint-stock companies for the purpose of material profit; but the associa¬ tion of teachers is founded on a desire for professional improvement and is a matter of pecuniary loss; how great, we are unable to say. The editor of the Iowa School Journal computes that the expense to the teachers of attending the 96 Iowa institutes of the year in that State would be $200,000 including instruction and examination fees. These associations meet annually with but few exceptions, and it is inevitable that, unless avoided by the most capable management, the proceedings of meetings held at such comparatively frequent intervals should become monotonous, or there is danger that, in the effort to avoid common-place, the speakers may consult their imagination for the ideal rather than the common experience of themselves and their hearers, in an effort to assist them to “kick against the adamant of things ,” as Carlyle characteristi¬ cally says. That dulness or fancy does not necessarily preside at these gatherings, the paper by the California professor, given under that State, will show, and any one reading his glowing tribute to the country teacher — where the battle for education is being fought as that for manual training is being fought for in cities — will fully acquit him of a ten¬ dency to be unsympathetic; while the address of the president of the superintendents’ section of the Ohio association shows that it is as valuable to collate opinions as to add another to the many on the list, and the warm language of the president of that asso¬ ciation — so warm indeed that we stopped where he really began — that it is not necessary to be dull. To give definiteness and force to the expression of opinion on matters of moment, com¬ mittees are formed in some associations to which are referred the topics upon which it is necessary to have a formal expression of view. In some cases the committees report during the same meeting, in others at the following one. But the tendency to specialization is, in all likelihood, the most potent force in asso¬ ciation work. When it has produced an association of persons following the same pro¬ fession it immediately begins to group the members, and superintendents’ sections, pri¬ mary sections, and college sections are the results. Even the Michigan association, if our authority be right, where what is good for one is deemed good for all, has yielded so far as to organize a primary teachers’ department. Nor is this wheel-within-a-wheel system apparently altogether satisfactory, for we find that superintendents’ associations, city and county, are quite common, while the teachers, turning from the smooth Latin- English word association, denominate themselves a “ club ” or a “round table.” This change of name very likely denotes something more than the desire for variety of nomen¬ clature. The meeting of the club at least may have something of the alumni dinner in it, while the round-table gathering exchanges the rostrum for the easy- chair. The direction of its educational affairs is entirely in the hands of the State, its power pervading its territory to the imaginary lines or natural features by which it is defined. But the teachers of the States have not found these impassable. Seven degrees forty min¬ utes west longitude from Washington does not avail to keep the city superintendents of Indiana from meeting those of Ohio when they have a mind to, and the headwaters of the Potomac have been ineffectual to prevent the West Virginia association from meet- iug in joint convention with the Maryland organization, which meeting was so satisfac¬ tory that the two associations appointed a committee of five to attend the meeting of the associations of Pennsylvania and of Kentucky and to invite those associations to return the compliment. Not only is a community of professional thought and feeling uniting the teachers of the central States of the East, but a spirit of human sympathy has caused the teachers of Baltimore to organize a “Beneficial Association ” with the object of mitigating the evils that are apt to overtake the recipient of a comparatively small salary when ill, and, in case of death, to pay a sum of money to those he leaves behind. A similar asso¬ ciation in New York City goes even farther; members who retire after having taught for thirty- five years, in the case of women, and forty years in the case of men, receiving aid from a fund composed of one-half of all receipts. The State superintendent of Cali¬ fornia calls for a pension for teachers, and the teachers of A labama are providing a ‘ ‘ home ’ ’ which would appear to be, however, a place to recuperate at rather than to retire to.1 1 There is a similar society in Texas, but we are obliged to postpone an account of it until our next Report owing to the late day at which the information came to hand. TRAINING OF TEACHERS. 381 Before leaving tlio subject of providing for the future of the teacher who has spent his life in his profession we shall give some statistics from the hist report of the State super¬ intendent of New Jersey. Of 3,919 teachers of whom a record was obtained, 565 had taught between 10 and 15 years, 339 between 15 and 20, 142 between 20 and 25, and 118 over 25 years. As to the value of association to teachers, of hearing discussions, should any one doubt either as factors of improvement, after acknowledging the status and power that otherwise humble individuals as a body possess, let him consider their value as a correc¬ tive of conceit arising from mental isolation, the “iutellectus sibi permissus,” as Bacon calls it in a somewhat different connection, and in addition the following inquiry from John Stuart Mill: “What does any one's personal knowledge of Things amount to, after subtracting all which he has acquired by means of the words of other people ? ” Review of the Discussions of the Year. It is evident that the American educational world has been agitated during the year by the question of providing for the improvement of the country school, manual training for the city school, better supervision, belter curriculums, and better teachers; the last, above all, since it is only through the teacher that all directly is done. Whether in the last analysis the pittance paid to the country school teacher is the cause of the unsatis¬ factory condition of couutry schools, is a problem of political economy, and whether manual training is the result of poor teaching rather than the inevitable results of in¬ trinsically poor methods, is a problem of pedagogy, and to the learned in these sciences we leave both. The manual training movement, as such, however, is fully treated in another chapter. The question of better teaching embraces, of course, all the tentatives toward answer¬ ing it, and among these we will include local supervisors, and this includes their man¬ ner of appointment. Y/hat is said is particularly applicable to the rural school where the demand is greatest, the city school having run through the gamut of improvement on the old line and is now seeking to improve along a new. More than one-half of the schools of Pennsylvania are yet ungraded country schools. CHAIRS OF PEDAGOGY. First in order among the demands for providing for the professional training of teachers, though not the most important, is a chair of pedagogy in the State University. This is what is sometimes meant by “ a more intimate connection between the public schools and the higher institutions.” These are urged by Professor McGrew, himself a professor of the science and art of education at the University of the Pacific, as being of inestimable value to the public schools; by Professor Heston, of the State College of Pennsylvania, as best answering the question, “What can the university do for the common school, since they would graduate competent superintendents and normal school professors;” and by Professor James, of the University of Pennsylvania, as supplying teachers for * 1 our higher schools and college. 5 ’ As Mr. James is speaking of the academic class of teachers with whom we are less familiar we will give the reasons which cause him to think teachers so trained to be needed in such institutions. “There is a great need of such training, as is evidenced by the fact that the average teaching in such schools is far below what it might be and should be in point of efficiency. As a class the actual teachers in our schools [high schools and colleges] are to a large ex¬ tent men and women, who are looking forward to entering some other occupation as soon as practicable, and are devoting their whole time to preparation for such work. * * * It is evident that the work of such a class as this can not be of a very high character when tried by any fair test of efficiency. It is also evident from any close examination of the work actually done. Any director or head-master will tell you in close confidence that it is very easy to get teachers, but very difficult to get good teachers. ’ ’ That it is possible to remedy this by special college or university courses, Mr. James thinks is proven by the experience of Germany. NORMAL SCHOOLS. But it seems to be admitted that it is not feasible, at least not probable, that all teachers will be professionally edacated at a college. The rank and file must be trained in the normal schools, which the president of the recently founded New York college thinks are not professional schools at all in the sense that a school of medicine, or law, or theology is a professional school. In all cities not having a school of this kind there is loud demand for a school or train- in j; class, “an indispensable adjunct to a good school system,” says the superintendent of Baltimore. We have given an account of the growth of one of these on page 425 under Massachusetts. 382 EDUCATION REPORT, 1887-88. The environment of the city normal school is such as to afford every opportunity for empirical proficiency, and as it is quite usual to draw its members from the graduates of the high school, practical experience, maturity in years, and an academic foundation are insured. It will be observed that the principal of the Philadelphia school protests against the admission of those who are comparatively children (p. 444). But the case with the ‘ ‘ normal school” as a State or isolated institution is somewhat different. “Medical schools teach medicine; law schools teach law; theological schools, theology; what do orrather what don’t normal schools teach,” inquires the eminent presi¬ dent of one of them whose valuable article we have depended so much upon as relieving us from treating the subject at length. 1 In fact it is most decidedly evident that men engaged in the profession, first defining professional instruction in a concrete way, by instancing that given in a school of medicine, law, or theology, are demanding that normal schools give professional instruction too. In California, in Minnesota, and in Wisconsin, a system of normal schools obtains; but founded under less advantageous circumstances, the schools of New York and Pennsyl¬ vania are not so completely a part of the State system. The State superintendent of New Hampshire describes the change of the school of that State from an academy with a normal class attached to a normal school (p. 433), but from what Superintendent Draper says the academic features of the schools of New York can not be honorably removed unless a ‘ ‘ new contract or bargain ’ ’ be made with the locality in which each is situated. In leaving this class of schools we will call the reader’s attention to the abstract of the proceedings of the normal department of the National Educational Association at Chicago, to the remarks of the president of the New York College for Teachers, and to the remarks under the several States, especially to Superintendent Draper’s statement that “normal work of a lower grade and less in extent must be had to supply the wants of the rural schools,” which, to use the sarcastic language of a superintendent of Pennsylvania, “doctors of pedagogy ” neglect, and distinguished visitors foreign and domestic are never taken to see. teachers’ institutes. But important as they are normal schools have not been nearly so much discussed dur¬ ing the year as institutes, the means of educating the teacher whose qualifications are for the most part, we believe, that he has passed an examination on the matters he has been taught and is to teach. In medicine those who practice without a knowledge of anatomy are called quacks, and to prevent possible quackery is the fundamental pur¬ pose of the institute; it is to train as teachers those who are teachers by reason of their knowledge of the elements of learning, and not from their ability to impart them. The effort to give the institute a character that will enable it to accomplish its ob¬ ject is most determined. Under the heads institutes and teachers’ meetings, in the ac¬ counts of the condition of the teaching body in the States of California, Illinois, Indi¬ ana, New Hampshire, New York, Ohio, Pennsylvania, Virginia, and Wisconsin, will be found remarks more or less extended relating to this matter. It is evident that the inherent defect of this class of schools is the short duration of session. One can not examine a science in forty-five minutes any more than one can learn to use a language in a half dozen weeks, as is fatuitously promised now and then; and we find both Professor Me Grew and Superintendent Draper striving to remove this objectionable feature. Mr. McG-rew proposes, and his proposition seemingly met with the approval of the teachers of the State, that the institute be a professional school with a session of four weeks and a continuous course of study running through three or four years. Mr. Draper, facile princess in efforts to improve the teaching body, announces that it is the intention to arrange a course of institute work “which shall be continu¬ ous from year to year and year after year for three or four years,” thus obviating annual repetition and chance. This bold and comprehensive plan can not be too much admired. It has all the vir¬ tues that the graded course has over the ungraded, with the additional value that the ever-vivifying and reimpressing incidents of the school-room will help the teacher to digest the professional diet of the institute. But it is clear that if the course is of three or of four years there must be three or four concurrent classes of different grades; how these are to be provided for the gentlemen do not say, or even in fact mention them. During the discussion of the county teachers’ institute at the forty-third annual con¬ vention of the Ohio association, Superintendent White said that he would make no com¬ promise with that class of teachers who demand that the institute shall be a means of preparing thefn for getting a teacher’s certificate. Indeed, it is evident that the insti¬ tute is being looked upon as a“ professional school. ’ ’ But as such it must have a course of study. The facility with which a warm imagination can outline a scheme of work, the embarrassment of a practical, though logical, mind in arranging its details and the 1 Page 393. TRAINING OF TEACHERS. 383 difficulties the firmest will lias in overcoming impediments toite operation, are nowhere better shown than in the inception, completion, and execution of the plan of study called a programme. One of the earliest, if not the first programme for an institute was prepared by the State board of education of Indiana in 1881. In 1883, there being a demand for “an¬ other outline,” the State superintendent appointed a committee composed of five county superintendents to prepare, under his direction, the plan of county institute work for that year. So manifest was the value of the programme when tested in the institutes of Indiana that Superintendent Holcombe was also authorized to appoint a similar com¬ mittee to assist him in preparing an outline of work for the township institutes of the State. The programme, or 4 ‘ Township Outline, ’ ’ thus inaugurated has become 4 ‘ a lead¬ ing factor in educational progress;” but before examining it as prepared for the forthcom¬ ing year, it is advisable to briefly note the character of the early programme for county institute work. This had the form of a programme of a school. There were five days of work, each beginning at 9 in the morning and closing at 4 in the evening, with an interval of an hour and a half at noon. In a school, however, the whole of first day is consumed in organi¬ zation ; in these institutes one hour was considered sufficient for the purpose. Forty minutes of each day was devoted to the 4 ‘ Science of Teaching. ’ ’ The subject-matter of this topic was distributed under five heads, as follows: 1. The school defined. — Its purpose is to prepare for independent activity in the other institutions of society; its method of accomplishing its purpose is by training the will, by inculcating habits of observation and reflection, and by imparting scientific knowl¬ edge of practical value. 2. Conditions of the school. — The hygienic conditions without and within the school, the physical and mental conditions of the teacher and pupils as related to school work. 3. mental processes employed in learning. — Discrimination, its conditions, cessation from mental labor, products of exercising the faculty. Remembering, its pedagogical importance, conditions and laws, is founded on attention. Seeing arguments, the fac¬ ulty of noting similar elements in different things; that is, of forming general or abstract ideas, the basis of classification. Construction, the faculty of reproducing that which has been separated into its elements. These four are the chief processes employed in primary instruction. 4. The order of dependence of the mental faculty involved in learning. — Knowledge is acquired only as the memory can reproduce it; memory is dependent on concentration of the attention, and this concentration on the activity of the will, and finally the will acts in obedience to motives. “ The chapter which treats of motives is one of the most important in educational psychology. ’ 5 5. Motives proper to he employed , and powerful in influencing the will. — Motives of sense, of self, arising from our relations to others, arising from the studies of the different branches of knowledge. The other topics of instruction at the county institutes related to the manner of giv¬ ing instruction in the common school branches. We now turn to the programme of the Indiana township institutes. “At least one Saturday in each month during which the public schools may be in progress shall be devoted to township institutes or model schools for the improvement of the teachers* ” recites the Indiana law on this subject. ‘‘More than four thousand of these institutes have been held during the year,” says Superintendent Smart in one of his reports. The importance of these meetings is at once apparent, and their proper management becomes a matter of moment, a matter, in fact, inferior to no other educa¬ tional agency in the State. In another place we have spoken of the Indiana Reading Circle and its course of study; and it is only needful to state in this connection that the necessity of making the reading circle work an integral part of that of the institute, so obvious to the promoters of circles in other States, has for some time been acknowledged and acted upon in this. “The Township Institute,” says the chairman of the committee preparing the last outline, “is a leading factor in educational progress. Its design and purpose no longer need explanation. The life of a system of schopls is dependent upon the life and growth of its teachers. When teachers cease to grow, the schools begin to decay. The Town¬ ship Institute may be made a most valuable means of growth. The chief object of an institute should be professional culture and training; its greatest aim, to impart a knowl¬ edge of the principles and methods of teaching and school management. These topics (of the : Outline ’) have been selected and arranged with this view, as well as the gen¬ eral culture and education of the teachers and others who attend them. * * * It is recommended that not more than six topics — four besides the Reading Circle work — be selected and arranged for discussion in any one day. Each exercise should be presented by the person to whom it has been previously assigned, and conclude with a general dis¬ cussion, opened by an appointed leader.” 384 EDUCATION REPOST, 1887-88. It is evident from, an examination of the printed Outline that the township institute of Indiana has a continuous course of study, beginning on a Saturday of October and continued for one day of each month therea Iter until March — in all, six days of institute instruction. Each day, or rather meeting, is divided into two sessions, the first of which ends at noon. We can not discern that either session has been devoted to the consider¬ ation of a special class of topics, but it is noticeable the purely pedagogical topics come just before or after the noon recess, and that the Reading Circle work — Hawthorne’s Marble Faun being the volume for the year — is the third subject of the forenoon ses¬ sion. It is convenient to speak of the institutes and of the exercises in the order in which they occur. First , or October Institute. — In the morning “Mistakes in Teaching Reading,” chap¬ ters i-ix of the Marble Faun, “Elementary Number,” and “School Government” are discussed. In the afternoon come “The Teacher’s Preparation,” “ History of Peda¬ gogy,” “Mistakes in Language,” “Literary Exercises Friday Afternoons,” and finally a “Review of Longfellow’s Poems,” by way of an essay Second Institute. — “Penmanship,” chapters x-xviii of the Marble Faun, “Element¬ ary Number,” “Methods of Instruction, ” come in the forenoon; “Opening Exercises” of the daily session of the common school, “History of Pedagogy,” “Reading,” “Ger¬ many” in its geographical, physiographical, climatic, and social aspects, and finally a written “Review of Bryant’s Poems,” in the afternoon. Third Institute. — ‘ ' Elementary Number, ’ ’ chapters xix-xxv of the Marble Faun, ‘ ‘ The Recitation,” “ Physiology and Hygiene,” and a paper on “Incentives to Study” occur in the morning session; and “Reading,” “History of Pedagogy.” “History of the U. S. Bank,” “Vocal Music,” and finally a paper as a “Review of Whittier’s Poems,” in the afternoon session. Fourth Institute. — “Reviews and Examinations,” chapters i-x of Vol. 2 of the Marble Faun, ‘ ‘ Vocal Music, ’ ’ and ‘ ‘ Reading ’ ’ consume the hours of the forenoon, while ‘ ‘ Physi¬ ology and Hygiene,” “History of Pedagogy,” “Primary Language Lessons,” “Oral Arithmetic,” and a paper as a “Review of Lowell’s Writings ” occupy the afternoon. Fifth Institute. — “ Drawing ” is now taken up as a means of training, and is followed by chapters xi-xvii of Vol. 2 of the Marble Faun, ‘ * Primary Language Lessons, ” “ Gradua¬ tion from District Schools,” and a paper on “The Teacher during Intermissions,” which closes the morning session. In the afternoon ‘ ‘ Reading, ” “ History of Pedagogy, ’ ’ ‘ ‘ Oliver Wendell Holmes ” as an author, ‘ ‘ Physiology and Hygiene, ’ ’ and finally an essay on “Indiana and her Schools, or the Teacher’s Growth Professionally,” follow in order. Sixth Institute. — “Civil Government” is followed by the last chapters of the Faun, “Drawing” (as work this time), and “General Lew Wallace and his Writings.” In the afternoon ‘ ‘ Primary Language Lessons, ” “ History of Pedagogy, ” “ Physiology and Hygiene,” “U. S. History — Accession of Territory to the United States,” and a paper on “What is Needed in our Educational System to Secure Respect for Common Labor and Wage- Working ” complete the work of the day and of the course. The novelty of a series of outlines for township institutes will sufficiently justify the fullness of the precedmg extracts, as well as a few words further upon the manner of pre¬ senting the purely pedagogical features of the course. The text-book used for the ‘ ‘ History of Pedagogy ’ ’ is that written by Compary e. The course begins with Lesson or Chapter 6, and the student, after glancing at the work of Luther and Comenius and of the pedagogues of Port Royal and the disciples of Loyola, passes quickly to Rosseau and his “state of nature,” the beginnings of an edu¬ cational Renaissance continued and developed by Pestalozzi, Froebel, and even by Her¬ bert Spencer, though the last gives especial prominence to the utilitarian side. We have illustrated the method of studying Mr. Comparye’s in the chapter on reading circles. Under the head of “School Government” five topics are discussed: (1) The pur¬ poses of school government; (a) to train the pupils in self-government and self-direction, ( b ) to secure industry, order, and regularity in school work. (2) The teacher’s quali¬ fications, which are determination, energy, self-control, order, knowledge of the sub¬ jects taught, a preconceived plan and sympathy. (3) Means of governing, which are (a) by training the will and forming correct habits of feeling, thought, and action, and (b) punishments. (4) Parental co-operation. (5) School recreations, through botan¬ ical, geological, or archaeological collections. Under “ The Teacher’s Preparation,” as the teacher must thoroughly know what he is about to teach, it is inquired when his knowledge should be obtained, how it should be arranged in his mind, and as to the effect on his class flowing from lack of bis prep¬ aration. Under “Methods of Instruction ” the matter is arranged under three divisions: The first, which deals with “Teaching Processes,” maintains that instruction aims “to oc¬ casion the pupil’s acquisition of knowledge and power ” and “to impart knowledge di¬ rectly;” that the functions of “ Drilling ”#are “to deepen impressions and to impart skill of mind and bodily organs, to give power to apprehend again with ease and pre- TRAINING OF TEACHERS. 385 ciaion, and ability of pupils to rediscover or retraco knowledge,” and finally to cause tlie mind to act in a desired direction by repetition. “ Testing ” is “to disclose results of instruction and drill and to arouse interest.” “The objects of the lesson in the order of importance are to instruct, to drill, to test. Theobjects.of the recitation in the order of importance are to test, to drill, to instruct. During the year the county superintendents of Illinois have also prepared, as a tenta¬ tive, such a programme which they call a “syllabus;” that is, a programme of what is to be done at a certain time and how to do it. This work consists of sixteen sections, pedagogy, language, reading, dictionary work and spelling, penmanship, number, geography, zoology, botany, drawing, grammar, physiology, and hygiene, United States history, the history of the formation of the Con¬ stitution, civics, physics, and finally morals and manners. Two of these, pedagogy and language, will receive our attention by reason of their importance, but before examin¬ ing them briefiv we will quote from the preface of the pamphlet as to the objects which the committee had in mind in preparing the course, for it appears that there were more than one. “The aim has been to suggest work that is practical and within the reach of all teachers. It is believed that a careful consideration of what is here presented will lead teachers to a more careful thought upon their work and upon its methods. This is the end most to be desired. %It by no means follows that every teacher, as a result of such thinking, will come at once to the wisest conclusions. It takes the experience of many persons and many ages to learn all the facts and principles relating to the teacher’s work. The results of these experiences may be stated to some extent in words, and the statement may save the young teacher some perplexity and prevent his falling into er¬ ror, but there is no substitute for the teacher’s own thinking. It is better for him to fall into some errors as the result of his own careful observation and thought, than to accept without thought the wisest counsel. Let this syllabus, then, serve its best, pur¬ pose by simply arousing the spirit of honest and thorough inquiry among the teachers. * * * Let the conductor of an institute make such selection as he thinks will be best for the purpose in hand.” The work of the section on pedagogy is distributed into five topics, each occupying a part of each of the five days of the school week. On the first day in the subject of “organi¬ zation” the meaning of the word is inquired into. Why can not a library be organized ? Why must a school be? Why is the day’s work of special importance? On the second day the arrangement of the programme is considered. How do you proceed to make it, and how closely follow it? On the third day classification is up. Why necessary, it3 dangers, etc. On the fourth day, the functions of the teacher as a keeper of records. How is a schedule kept, how closed? What are the advantages of marking, its disad¬ vantages? What should the marks express? On the fifth, the official relations of the teacher and his powers are discussed. What authority to make rules, suspend, expel ? Why cultivate good feeling of parents; how induce them to take interest in school? In school management, on the first day inside work is considered. The qualifications on the part of the teacher to have the pupil tidy, noiseless, busy; to make thoughtful, attentive, truthful, and polite. On the second day outside work is viewed. Should the teacher appear on the play-ground? Should he play? How suppress the bully, foul language, and gambling? On the third day the exercises would seem to lap with those of the fifth day of the subject “organization,” though dealing more with the personal atmosphere of the teacher than his powers. Why has the teacher a right to govern the school ?, What rules are necessary? The evils of injustice, of acerbity, morosc-ness, tem¬ per. On the fourth day, “What is punishment?” is asked. Why necessary ? Its proper and improper forms. May it be a kindness? On the fifth day the evils of misgovern- ment are discussed. If we understand the typographical indications, the above subjects are for the “lower grade,” and the following two for the “higher grade.” First, “qualification of the teacher.” On the first day the necessary connection between a good teacher and good school is examined. What are and how deeply he should feel his responsibilities ? Is the expectation of pay a proper motive ? Why should he insist on a fair compensation ? On the second day the professional aptness, the physical condition, and the mental and moral characteristics of the teacher receive attention. Is the best scholar the best teacher? How does ill-health disqualify him? What mental, what moral chacteristics should he have? On the third day the non-professionally-trained teacher is considered. M e give the text in full. “Are teachers generally well prepared for their work when they begin? Why is this so? Is it possible to make preparation for teaching before one takes charge of a school? In what ways can it be done? (Give as many as you can.) If one who begins teaching without preparation becomes skilful at last, where does lie acquire his skill? At whose expense has he gained it ? Could he learn a trade in this way ? Why is it not done ? Does it follow that one who knows a subject well can certainly teach it well? What else must he know? Illustrations: How should a 25 ED 386 EDUCATION REPORT, 1887-88. teacher’s knowledge of a subject — arithmetic, for instance — differ from that of one who merely wishes to make a practical use of his knowledge ? ” On the fourth day the teacher as an object lesson in manners, morals, conversation, and dress, is discussed, and on the fifth the professionally prepared teacher is considered. If he makes no progress does he remain stationary ? What is thought of a lawyer without a library ? What advantages accrue from attending professional meetings ? Can he afford these things? In the elements of psychology on the first day the mind as a whole is considered. Are all minds alike ? How can we speak of the laws of mind ? What is a mental faculty ? Can education give the mind any new power ? How does any mental power gain strength ? On the second day the intellect, the feelings, and the will are considered: on the third day. memory and the “reflective power; ” on the fourth day the use to be made of the emotions and the cultivation of the will, and on the fifth day attention. Eight principles of mind, activity, and growth are given: Health; attention; self-ac¬ tivity, for there is no way in which a mind can increase in knowledge or power except by its own activity; mental acquisition and power are growths and require time; ideas and thoughts are not conveyed to but formed or awakened in a mind; the crude material for all that the mind knows or thinks comes through the sense; neither knowledge nor skill is ours until it has become habit; one can express intelligibly what is understood, and the attempt to make a clear statement tends towards clearness of thought. Some characteristics of children are attention in its lower form, the use of the sense to exhibit mental activity, muscular activity, imitation, faith, curiosity, memory, imagination. The subject of language is divided into a primary division and an intermediate di¬ vision. In the first the object is to instruct the teacher how to teach the pupil to speak correctly, (1) by easy and natural conversations, (2) by judicious correction of incor¬ rect language as it is spoken: and to compare correctly, (1) by copying words and sen¬ tences, (2) by filling blanks in sentences, (3) by dictation, (4) by making sentences, (5) by combining short sentences. A distinct perception of objects is the basis of the child’s language. Hence the instructor will find ample material for accomplishing the work, in familiar objects, in the reading lesson, in number work, and in children’s books. In the intermediate division very much the same course is pursued; geography, arith¬ metic, and history are to contribute their share in speaking, and to written work is added better writing and business forms. In this work the teachers are to be called upon to give illustrations. LOCAL SUPERVISION. We believe the necessity of having a superintendent is fully recognized in cities and within a few years Philadelphia, long a phenomenon in this respect, has acknowledged the value of such an officer by creating the office. If the general proposition of business life, that the poorer the workman the better must be the supervisor, be applicable to educational affairs, it is in the rural districts and not in the cities that the greater need for inspection exists. The county superintendency has long been looked upon as having this character, but in addition to the incumbent being occupied with other duties, to the exclusion of his duty as an inspector, the charge is frequently made against him of being a politician, receiving his office as a reward of activity in the caucus rather than in the school-room. How just or unjust this charge may be we are not prepared to say, merely referring the reader to the action in Indiana, Hlinois, and Kentucky, which con¬ tiguous States appear to be, to use the expression of the weather maps, the center of this storm. “Divorce educational affairs from politics” is very observably the cry there, and it refers, if we are not much mistaken, to the appointment of county superintend¬ ents, for the charge against the appointment of teachers appears to be nepotism rather than political favoritism; but these charges have nothing like the vigor and number of the demands for educational qualifications on the part of the county superintendents. The new examination code of New York, which the State superintendent thinks the most important educational event since the adoption of the common school system, is given under New York. Two other matters occur in the proceedings of the associations calling for notice. One is the establishment of a State certificate, as asked in Texas, for instance, and the other a suggestion that a column of the county newspaper be secured for education information of local interest. The last point is "briefly discussed by the president of the State association of Kentucky, p. 422. The College for the Training of Teachers of New York City. ' The event of the year which particularly calls for our attention is the foundation of the college for the training of teachers, through the activity of the Industrial Education Association of New York City. From the source from which it sprang tendencies toward TRAINING OF TEACHERS. 387 manual training may be inferred, and indeed the necessity of new teachers for the “new education” has been the motive that led to its establishment. In the thirty-third annual report of the board of trustees of the New Jersey State Normal School the following language is used: “Not normal school, but tradesmen teachers required if industrial schools for teaching trades are established,” and under this caption the gentlemen of the board, after stating that “ Teaching industrial pursuits is beyond the scope of the operations of the State Normal School,” proceed to argue the question thus : “The object of the State Normal School, stated in the law which created the school, is ‘ the training and education of its pupils in such branches of knowledge and such methods of teaching and governing as will qualify them for teachers of our common schools.’ “The public school system is framed to furnish the best instruction possible to all the children of a school age in moral culture and in the knowledge they must acquire to enable them to discharge the duties of life with idelity. to be useful to themselves, to all they come in contact with, and to the commonwealth. “The object is to impart the foundation-knowledge required for everv position in life. ‘ ‘ The particular kind of education which must necessarily be acquired as an addition to the foundation-knowledge imparted by the teachers in our public schools, the pupil must either during the school age, or after it. acquire from other sources and by other means than the public school-room. The foundation-knowledge, however, must be not only thorough and complete, but so extended in its reach as to afford the underlying ground-work necessary for any of the useful employments which, in this day. fertile in inventions and surprising openings for occupation, call for and require the best pre¬ pared energy and skill in manual and mental labor of both males and females. “How to prepare by suitable and needed education those who have acquired or are acquiring the foundation-knowledge taught in the public school, for the particular em¬ ployment, manual or mental, which requires instruction beyond that afforded in the public school-room, is the problem. * * * * * * * “ If the time has arrived for extending by legislation on the public school system so as to provide daily or periodical instruction in industrial pursuits of a practical sub¬ stantial character, not mere theoretical teaching, what shall be the method adopted ? What practical business employments shall be taught '? What qualifications will be required of instructors of industrial pursuits'? In what way can industrial schools be connected with the present public schools so that the attendance of pupils at the two different kinds of schools shall be adjusted ? will be among the many questions con¬ sidered. “ While the public school as now conducted will continue to provide the foundation- knowledge requisite, the industrial school will provide the additional knowledge to qualify the pupil for the particular employment engaged in as the life-work of the pupil. * ‘ The special teaching that would be required in the industrial school to so instruct pupils as to enable them practically to engage in the particular business taught, as em¬ ployers or employed, would require special teachers and separate schools. * * * * * * * “ Should legislation he deemed practicable and wise, it has not been suggested that there should be, nor does it seem practicable to make any change in the organization or operations of the State Normal School. “The teachers required for industrial schools would be competent persons who are or have been practically, actively, and successfully engaged in the regular business of the occupation which they are expected to teach in the industrial schools where they would be employed, a line of teaching entirely outside of that for which the graduates of the State Normal School are qualified by the instruction they receive in the institution un¬ der the .care and control of this board. ’ ‘ The Industrial Education Association, which believes that trade training, industrial training, or whatsoever it may be called, as such, has no place in the public schools, that “they are not to teach trades but to educate,” 1 naturally differs from the trustees of the New Jersey school, and has established a college for the training of teachers, which “ is a professional school, and not a normal school in the usual sense of that term. The elements of a secondary education are not taught at the college, but are required of applicants for admission. ” 1 See Chapter XV. 388 EDUCATION KEPOET, 1887-88. “It was at once apparent,” says Dr. Butler, the president of the new school, “that to train persons equipped for a single branch of instruction only, and not to give them the basis of a professional training, was not to train teachers, but tradesmen; the grad¬ uates of such a college could be artisans, but not artists. It was seen that the time had. come to extend the application of that fundamental principle of the association’s work, which I have already mentioned. Industrial training, to have its fullest value, must be an integral part of general education, go that it should include the' further statement, ‘the teacher of manual training should be the teacher of the other class subjects and not a special teacher.’ The importance of a single teacher for each class of children in the primary school can not be overestimated. At this age what the pupils most need is a constant, firm, and consistent influence exerted upon them. If the high school plan of department teaching is carried into the primary school this influence can not be exerted, and character training is sacrificed for doubtful gain in merely intellectual progress. There is another reason why the regular class teacher should also give the in¬ struction in manual training. Any subject which is taught by a special teacher is re¬ garded as an excrescence on the regular curriculum, and not as standing on the same level with reading, writing, and arithmetic. It would be fatal to manual training to create the impression that this is true of it. Manual training must be an integral part of the curriculum or it should not be introduced at all. ’ ’ The question, then, being not how to train teachers of manual training, but how to train teachers who shall know how to teach manual training, the association answered it by establishing this college. It is not complete yet, and ‘ ‘ years may pass before it will be.” “ It is not a normal school and is not intended to be such [that is, what is usually covered by that term]. The normal schools of this country are some of them excellent, many of them poor; * * * they are academies or high schools with a slight infusion of pedagogic instruction. They certainly are not to the profession they represent what the law school, the medical school, and the theological seminary are to their respective professions. * * * The training college which this association has founded is a strictly professional school. The course of study is two years in length, and is designed solely to train broad-minded, cultured, professionally trained teachers. It is based on psychology and includes also the history and science of educating methods of teaching, including the subjects included in the term manual training, observation, and practice in the model school, the theory and practice of the kindergarten, natural science, including the construction of simple illustrative apparatus, and history.” The candidate for admission must be at least eighteen years old and have graduated from an approved high school or academy. Graduates of normal schools and colleges are admitted without examination. All other applicants are rigidly examined in arith¬ metic, plane geometry, history, geography, elementary science, and English. Drawing will be added in order to emphasize its importance as a school subject. The pupils in attendance may be classified under four heads: those in the college course, 18; those called special, 86; the children of the model school, 64; and the chil¬ dren called special students, 508. Of the adult special students, 30 pursued a course in “industrial art;” 28, sewing; 18, domestic economy; 4, domestic economy and sewing; 4, mechanical drawing; 1, wood-working; and 1, observation and practice in a model school. Of the 104 regular and special students, but 8 were men. Dr. Butler thinks it quite ’safe to assume that the demand for men to introduce and supervise manual training for boys wrill rectify this inequality in the representation of the sexes at his institution. The model school has a grammar grade of 20, a primary of 16, a kindergarten of 28. Of the 508 children in special classes, 116 are taught sewing, 167 domestic economy, 142 “industrial art,” and 83 wood- working. We give the programmes of the special classes below. The teachers’ training course has been given above in the language of the president of the school. TRAINING OF TEACHERS 389 Schedule of Special ami Extra Classes for Adults, and Assignment of Teachers — Second Term , 1888. Monday. Tuesday. Wednesday. 9.30. 11.00. 2.00. Domestic Economy : Ladies’ Class No. 3, Mrs. Domestic Economy : Sewing: Ladies’ Class No. 1, Pro- Normal Class No.l, Mrs. Sherwood. fessor Oakley. Fisk. 10.00. 2,00. 3.30. Sewing: Sewing : t Woodworking: Ladies’ Class No. 1, Mrs. Ladies’ Class No. 2, Miss Private School Stu¬ Roberts. E. A. Oaklev. dents’ Class No. 2, 2.00. 2.30. Professor Richards. Sewing: Wood Working: 7.30. Normal Class No.l, Mrs. Private School Stu- ! Domestic Economy : Fisk. dents’ Class No. 1, Working Girls’ Class Professor Richards. No. 1, Mrs. Buch¬ 3.30. anan. Domestic Economv : 3.30. Normal Class No. 2, Pro- Domestic Economv : fessor Oakley. Normal Class No. 1, Pro- fessor Oakley. 4.30. Industrial Art.- 8.00. Teachers’ Class No. 1, Mechanical Drawing : Professor Richards. Professor Carter. 7.30. Domestic Economy : Cooks’ Class, Mrs. Sher¬ wood. Thursday. Friday. Saturday. 10.00. 2.00. 10.00. Domestic Economy : Ladies’ Class No. 2, Pro- ' Sewing : Industrial Art : Ladies’ Class No. 2, Miss Teachers’ Class No. 2, j fessor Oakley. E. A. Oakley. Professor Carter. 4.30. 3.30. 10.00. Industrial Art : Private School Students’ Wood Working : Teachers’ Class No. 1, i Class No. 1, Professor Private School Stu¬ Professor Carter. Richards. dents’ Class No. 2, ! 7.30. | 3.30. Professor Richards, j Domestic Economy : Domestic Economy : 11.00. Working Girls’ Class 1 Normal Class No. 1, Pro¬ Sewing : No. 2, Mrs. Roberts. fessor Oakley. Normal Class No.2, Mrs. ! Fisk. 7.30. Domestic Economy : Mrs. Sherwood. 8.00. Mechanical Drawing : ■Professor Richards. 390 EDUCATION REPORT, 1887-88. Schedule of Children’s Special and Extra Classes , and Assignment of Teachers— Second Term , 1888. Monday. Tuesday. Wednesday. 3.30. 3.30. 1.30. Sewing : Industrial Art: Industrial Art : Section 1 : Miss Ma- Section 1 : Professor Newsboys’ Class, Pro¬ hony. Miss Rode. Carter, Miss Palmer, fessor Carter. Section 2 : Miss Simons, Miss Gorton. Miss Uterhart. Section 2: Miss Trip- 3.30. pett, Mrs. Mazzano- Domestic Economy : 3.30. vich. Professor Oakley and Wood Working : Section 3: Miss West- A ssistants. Professor Richards. Mr. endorf. Miss Schuss- Bloomer, Mr. Flit- ler. 7.30. ner. Section 4: Miss Ma- Wood Working: hony, Miss Simons. Mr. Bloomer. Thursday. Friday. Saturday. 3.30. 3.30. 9.30. Sewing: Industrial Art : Domestic Economy: Section 1: Miss Boye- Section 1: Professor Professor Oakley and sen, Mrs. Guirey. Carter, Miss Palmer, Assistants. Section 2: Miss Kelly, Miss Gorton. * Miss Stansbury. Section 2: Miss Trip- pett, Mrs. Mazzano- 3.30. vich. Wood Working : Section 3 : Miss West- Professor Richards, Mr. endorf, Miss Schuss- Bloomer, Mr. FliC- ler. ner. 3.45. Domestic Economy : Professor Oakley and Assistants. Section 4: Miss Ma- hony, Miss Simons. * Peabody Normal College. Although hardly giving the late State Normal College at Nashville the character of a national institution, the recent change of name by the authority of the Tennessee State board of education to Peabody Normal College distinctly marks it as a normal college for all the Southern States — ‘ ‘ The Normal College of the whole South. ” It is well known that the trustees of the Peabody Fund annually expend nearly $33, 000 for scholarships and salaries at this institution, and it should not be forgotten that Mr. Peabody’s pur¬ pose was ‘ 1 that the benefits intended shall he distributed among the entire population [of the Southern and South-western States] without other distinction than their needs and the opportunities of usefulness to them. ’ ’ Animated with the justice of this con¬ sideration, and perhaps not unmindful of the benefits immediate and prospective to be derived from having an institution so powerfully supported within the borders of their State, the action above referred to has been taken by the members of the State board on their own motion.1 The organization of this institution is highly complex. Three boards are concerned in the management; the Peabody board of trustees, which furnishes by far the largest amount of money, the State board of education by virtue of an annual State appropri¬ ation of $10,000, and the board of trustees of the University of Nashville, who own the buildings and grounds. That conflict has been avoided, there being so many authori¬ ties, is an evidence of the subordination of personal or local feeling to the interest of the cause of education in the South. This singular juxtaposition of authority seems to have been caused by the necessity of making the compromises ever required when the result is be moral rather than pecuni¬ ary gain. When in 1874 or 1875 the Peabody trustees found it necessary, as it has al¬ ways been found necessary, to have professional teachers, and determined to provide them by establishing a normal school and, Nashville having been selected, made 1 It is an open secret, we believe, that when the Peabody Fund is distributed, at the expiration of the limit imposed by Mr. Peabody, a large portion of it will be used in endowing or founding a normal college. TRAINING OF TEACHERS. 391 overtures to the State Legislature of Tennessee, they were refused. The State was too poor. Hut the trustees of the University of Nashville gave the use for two years of its grounds, buildings, aud funds to the proposed school us represented by the State board of education, and the Peabody trustees $6,000 per annum. The principal condition ex¬ acted by the university board being “ that its [the proposed school’s] principal officer and his assistants should be selected and their compensation fixed by the university board." The State board accepted the proposition of the university, aud stood sponsor to the school. In 1876 the $‘f00 scholarships for the benefit pf all the States aided by the fund were established, twenty-five being offered. It was not until 1881 that the State made the first appropriation, amounting to $5,000. The recent death of Dr. Stearns, the head of the school, brought out sharply the ques¬ tion of the power of appointing a successor. The chairman of the Peabody trustees took the initiative, aud appointed William H. Payne, professor of the science and art of teaching in the University of Michigan, to fill the vacancy : this nomination was subse¬ quently confirmed not only -by the Peabody trustees, but also by the two Tennessee boards" As to the question of jurisdiction there may have been a doubt, but none whatever as to the wisdom of the choice. In his report to the Peabody trustees the new president says : “It gives me great pleasure to record the fact that only one spirit animates the State Board of Education and the Board of Trustees of the University of Nashville — that of devotion to the prosperity of the Normal College. Both these boards have not only seconded all my efforts for perfecting the organization and equipment of the college, but so far as possible have anticipated my wishes and plans, and have granted me all the material aid within their power. “So far as I have been able to interpret the sentimedt of public-spirited citizens in Tennessee aud in the South in general, it is that of cordial sympathy with the purposes and plans of the Normal College. The State superintendents, particularly of the States having Peabody scholarships, are all active friends of the college, and have most cheer¬ fully and efficiently co-operated with me in making its advantages known to the educa¬ tional public of their respective States, and in conducting the examinations for scholar¬ ships according to the plans which I have proposed. ♦“The growth of public interest in the Normal College is attested by what I think to he a typical fact reported from Virginia; namely, last year there were twenty-three com¬ petitors for nine vacant scholarships, whereas this year there were fifty-four competitors for five scholarships. “ One of the most hopeful indications of the approaching collegiate year is the forma¬ tion of a Baccalaureate class of considerable size. Most of the students who will com¬ pose this class are graduates of collegiate institutions of the South, who take this oppor¬ tunity to extend their professional education. The preparation of teachers for the higher positions in the public school service of the South I take to be the characteristic aim of the Peabody Normal College; and my purpose is to raise the grade of instruction as rapidly as prudence permits. The Peabody education fund is most wisely expended in educating teachers who will occupy commanding positions where they themselves shall become the educators of teachers. “ * * * There were graduated in May, 18S3, twenty-four young men and twenty- three young women with the degree of Licentiate of Instruction. As the college offers unequalled advantages for professional instruction at a merely nominal cost ($6 a year), I hope the attendance of non-scholarship students may be gradually extended from year to year. ‘ ‘ Recollecting that this college is a professional school, and not an institution for mere academic instruction, I have organized courses of study in the theory, history, and art of education, and which are more comprehensive than those given in any other institu¬ tion in the country. “The most pressing need of the college at this point in its history is a library. A part of the necessary equipment of a high school is a library of good books; but this college is virtually without a library of modem books. The university and society libraries contain about ten thousand volumes; but these collections were made, in the main, fifty years age, and need to be supplemented by several thousand yolumes of modern books. I purpose to catalogue the existing libraries, and I shall feel greatly helped if vour board will set apart a generous sum for the purchase of books. It is only with the strictest economy that the ordinary current expenses of the college can be paid from the sums at the disposal of the State and university boards. “As you know with what reluctance I severed my connection with the University of Michigan in order to accept your call to the presidency of this college, I feel it my grate¬ ful duty to assure you that I am much more than pleased with the change I have made; and wishing to carry out the plans and purposes of your board to the extent of my ability.” 392 EDUCATION KEPORTj 1887-88. National Noxmal College. The necessity for trained teachers for the schools being as real as that for trained officers for the Army and Navy, the want would undoubtedly have long since been sup¬ plied had the National Government had the control of the teaching body as it has of the lighting. Although, having no jurisdiction in the matter of education, a powerful in¬ fluence might be exerted by the establishment of a school for the professional training of well-educated persons by the General Government. The results of the action of the Peabody Fund trustees is an evidence, of the influence that may be exerted in this way. A bill was introduced during the last session of Congress to “establish a national uni¬ versity for the education of teachers,” to be known as “ The National University,” with such a course of study as would appear to render it liable to the objections which are now being so openly made against the normal schools. Training in the profession of teaching, it seems, is not the feature of the instruction which the institution is to afford, but a co-ordinate department; iufact, the university is but a national normal school, with the academic features that the State normal school is trying so hard to get rid of. The candidates for admission are to be versed in reading, writing, arithmetic, and to have a knowledge of the elements of English grammar, geography, and history of the United States, and there is to be a very large number of appointments, and the pupils are to be retained in the pay of the United States as long as they remain in the institution itself or teach in the schools of a State after graduation. Whether this is wholly to provide against the mean pay that teachers, especially country teachers receive, or in part to keep the ladies, one-half of the appointees, who graduate in the profession for which they hfive been educated, we do not know, but give the bill in full, that the reader may judge of its various provisions as the first tentative of the kind. A BILL to establish a National University for the education of teachers. Re it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That there shall be established in the District of Columbia an insti¬ tution of learning to be ^nown as “the National University,” for the purpose of edu¬ cating teachers, at which shall be taught the English language and literature, mathe¬ matics, the natural sciences and mechanic arts, and particularly all such branches of education as will make students proficient in the art of teaching in the common schools of the several States and Territories of the United States and the District of Columbia, and such other studies as the board of regents of the university may prescribe. No par¬ tisan or sectarian doctrines shall be taught, and the institution shall be, in the selection of officers, instructors, and employes, strictly non-partisan and non-sectarian, and the board of regents, and all other persons participating in the management of the institu¬ tion, are especially charged to faithfully observe and comply with this provision. Sec. -. That the university shall be under the control of a board of regents, consist¬ ing of the Secretary of State, Secretary of the Treasury, Secretary of War, Secretary of the Navy, Postmaster-General, Secretary of the Interior, and Attorney-General, who shall have full power to select a site and purchase the necessary grounds in the District of Columbia for the purposes of the university. They shall have power to employ ex¬ perts and other persons to lay out the grounds, make plans and specifications for the necessary buildings for the university, and to cause the same to be constructed; and also to appoint a president of the institution, who shall hold office during good behavior, and either appoint, or prescribe regulations for the appointment and removal by the president of the university of all necessary professors, teachers, and employes of the institution. Sec. -. That the president and professors of the university shall constitute the fac¬ ulty, and have the management of the university, regulate the course of studies, and grant diplomas to students who have creditably completed the course of studies, under such regulations as the board of regents shall prescribe. Sec. 4. That the salaries of all the appointees of the university shall be fixed by the board of regents until Congress shall otherwise prescribe. And the board of regents shall have authority to employ such clerical or other assistance as may be necessary in the execution of the duties required of them by this act, and fix their compensation. Sec. 5. That tuition, rooms, board, lodging, text-books, and stationery shall be fur¬ nished for the students by the United States free of charge. Sec. 6. That the course of instruction shall be four years. The President of the United States shall annually appoint to the university fifty students. Each Senat or and Mem¬ ber of Congress, including Delegates from the Territories, shall appoint to the university one student, a resident of his State, district, or Territory, as the case may be, each year. Students shall be appointed one year in advance of the time of their admission to the university, except in cases where, by reason of death or other cause, a vacancy occurs TRAINING OP TEACHERS. 393 which can not bo provided for by such appointment in advance, and in case of such va¬ cancy an appointment shall be made to till the same by the ollicor whose duty it was to make the original appointment, as hereinabove provided, or by his successor in oflice. Sec. 7. That both males aud females shall be admitted to thp university. The re¬ gents shall regulate the first appointments so that one-half shall be males .and the other half shall be females, after which the appointments shall be made of the different sexes at each succeeding year, and the appointments to fill vacancies shall bo so made that the number of males and females in the university shall at all times be as near equal as pos¬ sible: Provided , always. That if the requisite number of either sex do not apply for ap¬ pointment to the university, appointments of the other sex may be made without regard to the relative number of males and females in the institution. Appointees shall be ad¬ mitted to the university only between the ages of seventeen and twenty-two years. Sec. 8. That the appointees shall be examined under regulations to be prescribed by the faculty before they shall be admitted to the university, aud shall be required to be versed in reading, writing, arithmetic, and to have a knowledge of the elements of Eng¬ lish grammar, descriptive geography, particularly that of the United States, and of the history of the United States. Sec. 9. That each student shall, previous to his or her admission to the university, take and subscribe an oath or affirmation, in the following form: “I, A B, do solemnly swear that I will support the Constitution of the United States and bear true allegiance to the National Government; that I will maintain and defend the sovereignty of the United States, paramount to any and all allegiance, sovereignty, or fealty I may owe to any State, county, or couhtry whatsoever.” And shall also give the following pledge: “I, A B, hereby give my pledge of honor to faithfully observe the rules and regula¬ tions of the National University, and to apply myself diligently to the course of studies prescribed; and that I will devote my time and attention to the business of teaching for at least ten years after I shall have graduated, and will during my whole life aid the cause of education in such manner as I may be able to do, consistent with my circum¬ stances and occupation.” Sec. 10. That students of the university, while pursuing their studies in that insti¬ tution, and after graduating therefrom, while teaching in common schools or in State or Territorial institutions maintained for the purpose of instructing students in the art of teaching, and complying with the rules prescribed for their conduct, shall, in addition to any compensation they may otherwise receive for their services, be severally paid out of the Treasury of the United States the sum of twenty dollars per month. Sec. 11. That both the students and graduates of the university shall conform to rules and regulations as to good behavior, reputable conduct, and fidelity to the cause of edu¬ cation prescribed by the faculty with the approval of the Board of Regents; and for non-compliance with such rules and regulations a student may be dismissed from the university, and the diploma of a teacher may be cancelled and the teacher dismissed from the service of the United States after an investigation, under such rules and regu¬ lations as the faculty may prescribe, with the approval of the Board of Regents. Sec. 12. That it shall be the duty of the Board of Regents to require full reports from the faculty and all officers and agents appointed by them, annually, on the first day of November, and transmit the same to the President of the United States, with such recommendations and suggestions as they may deem proper. Sec. 13. That the sum of one million dollars is hereby appropriated, out of any money in the Treasury not otherwise appropriated, for the purpose of carrying the pro¬ visions of this act into effect. Physical and Manual Tbaining in Normal Schools. “Education,” says M. Jules Rochard, of the French Academy of Medicine1, “is nothing more in the last analysis than transmitting to those who are entering life the knowledge of those who have preceded them, and the larger the fund the more compli¬ cated education becomes. Each step made in advance along the way of civilization, each conquest realized in the domain of intellect, appears as an addition on the already- overloaded school programme.” It is true that M. Rochard is speaking more particularly of the French lycee (college), but we think his remarks quite appropriate to a page that has to record the addition by the Legislature of New York of instruction in manual training to the programme of the State normal schools. We find that these schools are objected to by the president of the New York College for Training Teachers and of the Industrial Education Association as not professional ‘L’education liygienique et le surmenage intellectuel. Revue des Deux Mondes, 15 Mai, 1887. 394 EDUCATION REPORT, 1887-88. schools, as not like Ms own, training technically persons already educated. Thus it ap¬ pears that to the functions of educating and professional training is now to be added that of manual training. Besides this, it is very certain that the kindergarten is gradually be¬ coming a part of the normal school course, although this subject, it may be said, is the beginning and a part of manual training. In addition to these the gymnasium is thought essential in preparing the teacher for professional work, as is shown by the remarks on the subject by the State superintendent of Connecticut who speaks to this effect: ‘ ‘ The end for which this instruction is given is pot amusement nor to confer an ac¬ complishment, but that the graduates may have sound bodies, and so be able to teach a school better; for the relation of teacher to scholar implies that the children have con¬ fidence in the teacher and that the teacher is worthy of confidence. No teacher with a weak body and resulting infirmities of mind can long retdin the confidence of children. It is urged against teachers that as they advance in years under their exhausting duties they lose freshness and vigor of body and the elasticity of mind, which commend them to the young. Ill health is apt in addition to absorb the attention of the sufferer and a de¬ sire for higher professional attainments has no place.” In his last report the State superintendent of California observes: “Everyone will admit that a teacher should possess scholarship, training, and culture. He should also possess a sound body. Good physical strength and ready flow of animal spirits are re¬ quisites in the teacher, that he may be able to withstand the nervous strain and com¬ mand the attention and respect of his pupils. Without this his work will necessarily be defective, unsatisfactory to his pupils, and painful to himself.” Manual training in any of its elementary forms, wood-working in the upper grades, and the exercises of the manual training school properly so called, not being classed as elementary, is not a substitute for gymnastic exercises. It furnishes tangible objects of thought, but while exercising the mind, is not equally adapted to exercising the whole body. And the presence of many ladies at these schools, two-thirds of their enrolment, causes difficulty when the attempt is made to supply the necessity for physical exercise; that is, exercise given in a systematic way with a definite end in view; for them calis¬ thenics and the lighter gymnastics are adapted as they are not adapted to men. The French physician from whom we have quoted, after observing that overpressure in schools is the question of the day, and that recently it had been carried to the Acad¬ emy of Medicine and even to both branches of the French Legislature, and that the ‘ ‘ American formula, ’ ’ which, dividing the day into three equal parts, devotes one of them to study, is the best, proceeds to make some suggestions as to the means through which the hygienic education may be obtained in the case of boys. Eight hours should be given, this author thinks, to meals, the toilet, recreation, bodily exercise, and music and dancing, etc. Recreations (plays) ought to be longer and more utilized, because the students engage in them spontaneously when time and encourage¬ ment is given, nevertheless it is well to insist upon physical exercises which are not play properly so called. Gymnastics should occupy the first place in such exercises on ac¬ count of its accessibility and the variety of movements it permits. It will not be diffi¬ cult to render the work attractive, but it is necessary to remind the instructors that the pupils are to be made vigorous and agile and not acrobats “or clowns.” To give regu¬ larity to the instructions it is necessary to have two gymnasiums, one under cover and the other in the open air, as has been done at the Lyc4e at Vanves. ‘ ‘ The necessary com¬ plements of gymnastics,” continues the author, “are fencing, horseback riding, singing, and swimming. The first is an excellent exercise. 1 Independent of the vigor, agility, and precision of movement that it develops better than anything else, it gives to young peo¬ ple a confident and easy air much more becoming at their age than the stooping form of those who have grown pale over their books. Horseback riding has its place in a liberal education for the same reasons, while swimming is of all exercises the best for harden¬ ing the body. It calls into play muscles which are habitually in repose and develops the chest by the deep and long inspirations which the process demands. These efforts are not accompanied by loss ( deperdition ), since they occur in cold water, and to the muscular activity is added the tonic effect of the cold bath. Useful to all men, swim¬ ming is necessary to those* who live upon the shore of or near a river. It is astonishing that so many persons are found in the pavy who can not swim. Singing has not the same importance, but it is very useful in developing the lungs, and of all the aesthetic recreations ( arts d'cigrement ) it is the most hygienic. Hygienists are unanimous in ask¬ ing that it be accorded the place in education that it ought not to have lost.” 1 “Those who are cribbed, cabined, and confined by office work and the wearing life of towns find that fencing is as near as possible to perfection as an exercise. Encouraging, as it does, self- control, forbearance, fair play, and most of the minor virtues of good breeding : admirable as a training-school for the quick eye, the ready wit, and the light strong hand, * * * it is only just that fencing should be called the fine art of athletics.’1 — Henry Eckford, in the Century for January, 1887. TRAINING OF TEACHERS. 395 It is not necessary to say that the hygienic education given at our normal schools lias but one, perhaps two, of the features advocated by the French physician, gymnastics and singing. From the returns made by principals we find that gymnasiums ar^ not uncommon, and calisthenic exercises are quite frequently a part of the school work either daily or at intervals during the week. In several instances a special teacher is em¬ ployed. Manual training has been introduced into several schools, taking the form of wood¬ working for men, and cooking and sewing for women, and “ construction work.’ 1 In several instances wo are informed that preparation is being made to introduce the sub¬ ject. Under the head of Pennsylvania (p. 444) we have given a brief account of the intro¬ duction of cooking into the normal school of Philadelphia. Proceedings of the Normal Department of the National Educational Association at Chicago, 1887. The president, Mr. Taylor, in opening the meeting spoke of the value of conventions. When physicians convene they find profit in listening to the experience of others in treating disease. Why should not they meet to discuss the means and methods of men¬ tal growth? They had theory and fragmentary reports, but the rank and file are not finding them helpful. In the speaker’s intercourse with teachers a lack of acquaintance with pedagogical authorities was most noticeable, and they practiced the best methods with so slight a comprehension of their value that a smile or sneer would cause them to be discarded. The science of pedagogy has no Kent, no Blackstone yet. Rousseau should be read, we are told, but he was a mere dreamer, is added; Pestalozzi should also be read, but he is an enthusiast; Froebel all should know, but then he must be adapted; Rosenkranz is great, but hard to digest, etc. Of course it would be unwise to follow any one author blindly, but as the teacher does follow some kind of authority is it not proper that he should know what the more experienced in the profession recognize as wisest and best? “We meet and talk and resolve, but do we accomplish what we might for the humble toilers in the 250,000 school-houses in our land?” This service was not to be accomplished in one year or in five. It was begun at the preceding meeting and was to be continued at this. The reports to the association should b$ di¬ gested that teachers might utilize it. The profession looks to the normal schools to ex¬ amine, sift, and value the new methods, factors that are constantly appearing. Let there be a consensus of opinion put in plain language to serve as an authority to which teachers can appeal in their contests with patrons, boards of control, and superintend¬ ents. President Gray, of the St. Cloud State Normal School, discussed the ‘ ‘ Methods of in¬ struction in the normal schools of the United States. ” He regarded this as the most vital question before the normal schols. He had prepared and sent out a series of thirty- two questions in May, 1887. Of the one hundred and seventy-five schools bearing the name normal to which the questions were sent, seventy-four were returned in such shape as to make them of value. He had no thought of generalizing on the data; that was a dangerous process to any but the most patient observer of facts. Impressions, then, not judgments, were to be given. His paper may be briefed under the following heads: What do not normal schools teach? — He found forty-seven different terms hsed to describe the course or courses of study in these schools. Excluding those differing in name only, a large number remained to show how chaotic are the curricula in schools nominally ex¬ isting for the training of teachers. If the normal schools would have themselves re¬ spected as technical schools they must have technical courses. Methods. — Forty-eight schools report a special teacher in methods; four, “all are such;” two. “several;” two, “five,” and one, “eight.” A course in “ methods ” is usually a course in the common-school branches, but a few cover everything by this term, even psychology and even practice teaching. The fifty-seven schools answering the question as to what subjects are taught under methods and as to a special teacher of them, regard the subject as necessary in a normal course. The time given varies all the way from two to twenty months. The average time for the fifty-seven schools may be placed at eight months, one recitation daily, though throwing out the time given to mental science this average is reduced to six months. Psychology. — Out of the seventy -four schools reporting fifty-nine have mental science, in a large number ot cases without the text-book. The average of fifty-eight schools is about four and one-half months, a lesson daily. In twenty- two schools mental science precedes “methods,” in nineteen it follows, and in thirty-one accompanies (thirteen an¬ swering so as to be counted twice). Not more than ten seem to have concluded that psychology is the foundation upon which the art of instruction is built. Practice teaching. — Fifty-five schools have practice teaching done in a school of chil- 396 EDUCATION REPORT, 1887-88. dren, and these, variously called “training schools,” “practice schools,” or “model schools,” are nearly all connected with the normal school. Twenty-two have student- teachers’ practice upon a class made up of the classmates of the pupil playing teacher. Twenty of the twenty-two schools are not very favorable to the plan, some decidedly unfavorable. “Like Hamlet, with Hamlet left out,” says one. The average time de¬ voted to this for forty-eight schools is about one hundred and seventy -five recitation hours of forty-five minutes each; a very few schools reaching four hundred to five hundred hours, apparently of sixty minutes each. This seems to be the sine qua non of profes¬ sional training, and out of the sixty-one schools placing a high value on practice teach¬ ing, fifty-seven are State or city institutions. It seems that under competent supervis¬ ion this work is not so bungling a process as is the work of the untrained teacher with¬ out such supervision. The practice is placed as far along as possible following methods and psychology. Observation. — About half the schools report observation as a part of the course, being usually a part of the system of criticism in which the pupil teacher is by turns critic and teacher. In some cases this system has been forced upon the school from lack of children to form a sufficient number of classes. Many schools declare that the time spent in “observation” is wasted; others have abandoned it for actual teaching. The schools valuing it agree in saying that the teacher must be prepared ‘ ‘ to observe, ” “ must know what to look for.” The average time taken in the schools reporting is three and a half months. Other professional studies. — Forty-four schools report history of education as a part of their course, giving it three months and a quarter. Forty-six include school economy and devote to it, on the average, three months. Thirty-four have introduced the science or philosophy of education, devoting to it, on the average, three and one-third months. Forty schools think a kindergarten desirable; nine not; only seven have one. The answers generally agree in recommending the catechetical method for children, for advanced work, and for testing pupils; the topical, for older people, to cultivate free¬ dom of expression and logical arrangement, and as supplementary to the former. The lecture method is used in advanced grades only and re-enforced by catechetical and top¬ ical review. Questioning is the art of the teacher, all admitting its value. A few schools require a plan of operations to be drawn up by the pupil in the method or practice class preparatory to work, but most require nothing beyond a general statement of subject matter and plan, leaving the adaptation to the inspiration of the moment. To avoid parroting almost all replying would refer every special method or device to its underly¬ ing laws. The answers to the last two of the questions, calling for the characteristics and causes of failures of normal schools, are discussed by Mr. Gray in the following terms : “After fifty years of growth it would appear that the normal school has not taken the rank in this country that its assumed importance would lead us to expect. Either there is, or there is not, a necessity for such schools. The answers generally agree that the normal school trains teachers; that their aim and outlook are quite different from other institutions; that they are technical schools in education, as schools may be found in medicine, law, and theology; but when we come to the replies upon the causes of fail¬ ures there is a general wail because of a lack of appreciation on the part of the public, a lack of intelligence among legislators, a lack of preparation in scholarship among the students who enter, a lack of sufficient time for professional work, because of too much academic work, too much preparatory work, too little skill on the part of normal teachers, etc. The impression one gets in studying the replies to these questions is that the normal schools are not satisfied with the work they are trying to' do. They are under restraint. What they would do they do not, and that which they would not they do. * * * I want to take time to remark that in my judgment we, the normal school men, are more directly responsible for the estimate upon our work than any ether persons. * * * When the friends of the theory that teachers can be trained as well as ministers and doctors demand such training on the part of those in high places, the absurdity of the untrained superintendent in charge of the trained subordinate will be done away with. * * * In a word, the way in which to make good the assumption underlying our schools is to make it disgraceful for business colleges, academies, high schools, sem¬ inaries, colleges, and universities to masquerade under the name of normal schools to catch gudgeons and fill their treasuries, to the shame of a noble calling, and to place our schools upon the basis of a liberal course of study, to be supplemented by a liberal course in the science, history, and art of education.” Professcr De Ganno’s paper on the German system of normal schools we hope to use in connection with work for a subsequent report, and will proceed to consider the paper of President Albee, of the Oshkosh school, on “Conditions of Psychology in Normal Schools,” premising that as the paper is not on the condition of psychology in our normal schools we may be brief. Institutions, said Mr. Albee, are embodied ideals; then of what ideals is the normal TRAINING OF TEACHERS. 397 school the phenomenon? Systematic education is hut the purpose of the present “to transmit to immediate posterity all the vantage of its highest conceptions of manhood, aud its clearest views of the determinate lines on which human progress must be made,” and the normal school is of recent origin only in the sense that its latest phase is necessitated by its environment. This striving to guide the rising generation along lines of least resistance was no less definite among the Hebrews than among us. Two kinds of obstacles impede late efforts. First, immaturity and mediocrity Hock to the normal school to be made up or made over again, in the briefest time, entailing a lim¬ itation in culture and methods which has strongly tended to fix its necessities as the per¬ manent ideal governing normal schools and determining their province. Second, the habits of thought engendered while gaining the indispensable acquisitions of knowledge are not favorable to introspection. The mind has done well to observe and infer, with¬ out turning aside to analyze, the modes and causes of its activities; and, in addition, to the half-grown intellect rules are a necessity to satisfy the craving after the definite, causing the obvious and immediate to exert undue influence, and the teacher to exalt direct teaching and instruction above its merits when compared with the excitation and infiltration of thought through its manifold less prominent relations. One favor¬ ing influence must not be overlooked. In the normal school much more than in the college the sentiment prevails that psychology is the foundation for all high excellence in teaching, making it a profession and not a trade. As outlining the attitude the normal school men should assume or avoid, three statements may aid: First, psychology must not be pursued simply as one branch among the multitude of other subjects needed in rounding out scholarship, to be as a mere acquirement; second, it should not be treated as a field for sharpening the pupils’ wits by comparing opposing theories; but let it, third, be taught as the general science underlying all school work. The Peabody Fund. The most important event to be noted in this connection is the resumption by Dr. Curry of the office he formerly held. During the interregnum (we know of no better term to express the interval) Dr. Green, the secretary of the board of trustees, did double duty, being secretary and general agent pro tempore. The amount distributed by the trustees for the year beginning with October, 1887, has been 867,600. Of this sum $22,800 has been granted to the Peabody College at Nashville, in the shape of one hundred and fourteen scholarships and $10,000 in gross; in all, $32,800. To other normal schools $13,000 have been granted, and for institutes $11,400. The rest went to several public schools. The distribution of the scholarships at the Peabody College at Nashville is as follows : Alabama . 13 Arkansas . 10 Georgia . 14 Louisiana . 8 North Carolina . 14 South Carolina . 10 Tennessee . 14 Texas . 9 Virginia . 11 West Virginia . 8 Total (value $200 each) . 114 To the States individually were distributed the following amounts : States. For Normal Schools. For Institutes.! States. For Normal Schools. For Institutes. Alabama, . 1 $3,000.00 ! . $1,000.00 1,500.00 1, 200. 00 1,000.00 1,000.00 1,000.00 Tpnnp.ssp.ft . t . o$10,000. CO 2,000.00 2,500.00 1,000. 00 $1,200.00 Arkansas . Texas . Georgia . 1 Virginia . 2,000.00 1,500. GO Lpuisiana . I 2,000.00 Wp^f, Viro-inia . North Carolina, . Total . South Carolina . | 2,500.00 23,000.00 11, 400. 00 a In addition to the scholarships. The courses the annual apportionments have taken are most clearly shown by the fol¬ lowing statement, prepared for the secretary by a member of the finance committee: 398 EDUCATION REPORT, 1887-88. Distribution of the Income from the Peabody Education Fund from 1858 to September 30, 1888. Years. Alabama. Arkansas. Florida. Louisi¬ ana. Missis¬ sippi. 1868 . 1869 . 1870 . 1871 . 1872 . 1873 . 1874 . 1875 . 1876 . 1877 . 1878 . 1879 . 1880 . •.. 1881 . 1882 . 1883 . 18S4 . 1885 . 18S6 . 1887 . 1888 . Total. SI, 000. 00 5. 700. 00 5, 950. 00 5, 800. 00 9, 900. 00 6, 000. 004 9, 700. 00 2, 200. 00 5, 500. 00 4, 600. 00 800. CO 2, 800.00 350.00 1, 090. 00 3, 110. 00 3, 700. 00 3,900.00 3, 800. 00 6, 900. 59 3,500.00 3,500.00 §4,300 81, 850 11,050 6,950 9.200 6,550 12,250 6,200 11.400 7.700 3,600 9,900 1.500 1.800 1.000 1,000 6,300 5,900 5.900 3,200 8, 250 2,600 3,000 1,000 2.500 300 3,300 1,900 2,800 1,925 2.000 1,100 1,500 1,500 3,300 2,400 1,500 88,562 | §8, 9,000 : 10. 6,000 I 5, 3,800 ! 12, 6,000 i 13,750 1 11, 6,500 I 2 9, 750 | l’ 3,700 2, 4,700 i 3’ 5.400 : 4, 4,400 ! 7, 1,300 | d L600 ! 4’ 4*390 ! 3, 3,500 ! 1, 2,500 . 2,000 ! 2 2,500 i 4, 2,000 4, 1,200 2 700 SI, 338 500 9,000 COO 5,600 400 3,250 500 4,550 6,800 750 6,700 000 5,400 OOO 9, 950 000 5,990 750 500 000 2,600 100 3,600 200 1,400 400 1,400 700 1,900 800 1,400 800 000 000 000 89. 800.59 97, 050 61,375 102,552 71,378 North South Carolina. §2,700 6.350 7. 050 8,950 8, 250 9,750 14,300 16,900 8,050 5.100 4.100 6. 900 2,450 3, 335 4.900 6.150 3.900 3,230 4,400 3,000 1, 00Q 131,365 Carolina. S3, 550 7.800 2,950 2.300 500 1.500 200 ICO 4,150 4,400 2,250 5,000 1.300 2,000 3. 800 4! 075 2; 750 4; 400 11,400 5.500 4.500 74,425 Years. Tennessee. Texas. | Virginia, j West Virginia. Normal College, Nashville. Scholarships Normal Col¬ lege, Nash¬ ville. Total. 186S . §4,800 1 $4, 750. 00 §35, 400. (X) 1869 . 11,900 : 12, 700. 00 §10, 900 90, 000. 00 1870 . 15,050 ; §1,000 1 10, 300. 00 13,000 90, 500. 00 1871 . 22,650 i is! 950. 00 9,150 100, 000. 00 1872 . 23,250 1 29, 700. 00 17,900 130, 000. 00 1873 . 27,800 1 ::::::: . ' 36’ 400. 00 15, 750 , 136, 850. 00 1874 . 33,100 1,000 1 31, 750. 00 15,100 . 134. 600. 00 1875 . 24,150 1.350 1 23, 350. 00 10, 500 §3,000 101! 000. 00 1876... . 7,100 4,450 17, 800. 00 8,600 ”3, 000 76. 300. 00 1877 . 7,050 | 7, 150 17, 950. 00 6. 810 15,000 1 . §1,800 95.750.00 1878 . 4, 100 8,050 13, 450. 00 5,100 5,000 1,900 64.500.00 1879 . 3. 100 9,000 8, 850. 00 4,000 11,000 12,300 87, 800. 00 1880 . L 900 i 15, 250 5, 700. 00 3,000 13,000 10. 400 66, 350. 00 1881 . 2,500 9; 050 4, 150. 00 2,000 4, 000 25,975 64, 100. 00 1882 . 3,800 14, 950 2,059.41 2,350 8,000 16.150 73,509.41 1883 . 3,400 12,600 i 2,625.00 2,550 9,500 20; 700 77, 125. 00 1884 . 1,750 5,500 ! 4,000.00 2,000 9,900 21,200 62,700.00 1885 . 1,700 4,500 I 4,565.00 2,000 10.100 20. 970 63,065.00 1886 . 1.200 2,500 6, 000. 00 3.800 10,000 IS, 500 74.500. 59 1887 . 1,200 2,500 4,500.00 3,000 10,500 24,300 66,400.00 1888 . 1,200 1,000 1 3,000.00 1,500 4,000 12,800 37,200.00 Total ... 202,700 99, 850 259,549.41 139,010 116,000 186,995 1 1,727,650.00 ‘ Statistics of the Year. We are sure that any one who is inclined to deny that words as signs of ideas are things of the very highest importance would be convinced of his error had he one of the annual forms of inquiry seDt out by this Office to make up and to note the great va¬ riety of acceptations in which apparently the most leading questions may be taken by gentlemen of intelligence and learning. It seems impossible to phrase a series of ques¬ tions so that each will be understood by the majority and yet not misunderstood by a few. “As I expected would be the case, ” says President Gray, of the State Normal School at St. Cloud, Minn., “some of the questions [to a circular inquiry lately sent out by him] were not understood by all alike, owing to the different meanings attached to words;” while Superintendent Gillespie, of the Nebraska Institute for the Deaf, in commenting on one of the answers to a certain inquiry sent out by him, says that he thought that all understood the phrasing in the same way. Some of the most important inquiries on our form for normal schools are useless from this cause. But the statistics of normal schools are only a co-ordinate section of this chapter, and represent the operations of the machinery for producing more or less professionally trained TRAINING OF TEACHERS. 399 persons for teachers. Do they tell how many of the graduates teach and how long ? Have we any reliable information of the number of men and women who taught during some part or the whole of 1886-87, and were teaching for the year under review? How many new classes have been added to each system? In default of these essentials of comparison, the statistics of normal schools, being out of relation with the demand for theservice of those they train, are of no value in show¬ ing how the balance between supply and demand is maintained; and this, we take it, is their value. We are not entirely without statistics, however, as to these important points, and though they are but the most meagre they are not inadequate, for they all agree in pointing the same way, the variations occurring being caused by local circum¬ stances. But we would not venture to use these fragmentary statements had we not consulted the recorded experience of meu in the field. Of statistics, indeed, it may be said as Bacon says of studies, “they teach not their own use, but that is a wisdom without them and above them won by observation.” DO THE NORMAL SCHOOL GRADUATES TEACH? From cities and towns not having normal schools or classes the cry is persistent for one: the State normal schools are not meeting the demand. And yet “ It is idle to think that the time and money involved in pursuing a normal school course will be given to obtain the miserly salary of a country school, with the probability of losing that before a year, ” says Superintendent Draper, of New York. Thus, according to Mr. Draper, the salary of the country school excludes the graduate of a normal school, and yet. this large field of activity being closed, the cities are as¬ serting with the utmost positiveness that the State normal schools are insufficient to supply their local need. Under such circumstances the inquiry, “Do the graduates teach ? ” is suggested, an inquiry that from its frequent repetition is heard with some impatience by the president of the Winona State Normal School. Leaving out the much canvassed fact that about 70 per cent, of the attendance at the normal schools of the country are females and that their assumption of the marriage relation involves their withdrawing from the profession of teaching, we find that with men it is merely used in many cases as an expedient to a better and more lucrative em¬ ployment, not to say profession. It is evident that a talented lawyer, physician, or theologian is socially and financially of much more account than a talented school-mas¬ ter. Thus we are constantly reminded that the interest that each has for his own ad¬ vancement and reward is not suspended in the case of the profession of teaching, that ability will not see itself passed in the struggle for reputation and wealth, content be¬ cause doing good ; for that is a celestial, not a business virtue. The constant inquiry at every session of the Minnesota Legislature as to the service — two years in that as in most States — performed by the graduates of the normal schools, an inquiry instigated by the belief that the obligation is not fulfilled, has wholly or in part caused a thorough canvass to be made of the professional activity of the graduates of the Winona school. This canvass was conducted through the class historians of the alunmi association of the school. From every class reliable data has been obtained, show¬ ing “that the average term of service of all graduates has been five and one-half years for each person, or nearly three times the service required by the State, and about twice the average term of service of all other classes of teachers. About five per cent, only have not taught. Nearly all of these have secured their release from the pledge by pay¬ ing to the school the full amount of the tuition for the time they were in attendance. Less than two per cent, have failed to redeem their pledges. There are now teaching in this State, ’ ; says the State superintendent of New Jersey, “ three hundred and three graduates [of the State school], this being about 26 per cent, o: the whole number, and about 64 per cent, of the number of graduates within ten years. ’ ’ As the tuition at this class of schools is free on the condition that the pupil obli¬ gates himself to teach in the schools of the State for a certain period, generally two years, it would seem inevitable from a purely logical standpoint that the graduates would become teachers or perjurers unless buying themselves oft'. The last two classes, as we have seen in the case of the Winona school, are very small, too small for notice if the investigations cover the whole period of the school’s existence since 1860; but it is the average time of teaching that claims our attention. Assuming that the statistics of the Minnesota school are typical of the class, a type, not an average obtained by huddling the high and the low together and striking a mean in a Procrustean way, they may be viewed, we think, in two lights, which for convenience of relerence we will call the practical view — the limitations of manner of selection, en¬ trance examination, facilities of ‘ ‘ completing an education, ’ ’ and short term of obliga- 400 EDUCATION REPORT, 1887-88. tion being considered — and the professional view. As the first of these is the fairest, we will briefly consider it. In establishing these schools it is proper to assume that the civil authority was ac¬ quainted with the need that it was called upon to supply, and that in supplying it it used the most effectual and immediate method. If two years were established as a term during which the pupil was to teach in the State it must have been deemed an equiva¬ lent for the instruction given for two years or so at the school. And if that term is lengthened to five years, as at the Winona school, it follows that the State has more than doubly been paid. The professor of didactics at the University of the Pacific can only say for these schools that they have done not a little good in preparing academically trained teachers lor the schools; the president of the New York College for Teachers, that they only give a tinct¬ ure of professional training; while the principal of the Castleton (Vt.) school says that training in the studies the pupils are to teach is all that is necessary. For the last gentle¬ man our so-called practical view is also the professional view; for the others something more than a comprehension of facts is necessary; they demand a knowledge of the child. But in a professional sense the term of five years of teaching is far from satisfactory. It is quite the fashion to compare the profession of teaching with those of medicine, law, and theology. Those who engage upon these studies look upon them as a life-long oc¬ cupation, as a profession, not to be followed for a few years only. This brings us to the consideration of the length of service of the members of the teaching body, and we will now turn from examining normal schools as feeders of the teaching body and canvass the professional character of that body. EXPERIENCE OF TEACHING CORPS. Although not possessing statistics for the whole country in respect to the length of service of the teachers, the educational antecedents of the teaching corps of the several States, and the vacancies that occur annually, we have found a few statements on these matters which we will bring together here, speaking first of the length of service. In Pennsylvania, exclusive of Philadelphia, the number of teachers having taught for five annual terms is 8,370, nearly 40 in every hundred of the teaching force; in New Jersey the proportion is 55 in every hundred; in New Plampshire 1,582 schools were taught by the same teacher for two successive -terms, about 51 in the hundred; in Min¬ nesota 727 teachers had taught in the same district for three years or more, about 10 in the hundred. And now, having exhausted our supply of statistics on this point, we turn to the professionally prepared element of the teaching corps. NORMAL ELEMENT IN TEACHING CORPS. We have a sufucient number of cases in which statistics on this point are at hand to tabulate them. In considering the table, the exceptional character of the showing made by Massachusetts is very apparent, and the inquiry is at once suggested whether the pro¬ fessional character of her teaching force is to be attributed to two other features of her system; namely, the great fullness of her term, and the high salary she pays her teach¬ ers, this State being among the foremost as to the first and the foremost as to the second feature. State. Percentage of— State. Percentage of— Normal School Graduates. Those having attended Nor¬ mal School. Normal School Graduates. j Those having attended Nor¬ mal School. For 1887-88 For 1885-86 : California . 20 Connecticut (1886-87) . (131 Minnesota . 8 18 TCnnsns . 4 1 Wisconsin . (1 7) Maine . 10 Michigan . 2 17 Massachusetts (1886-87) . . 25 1 31 Texas (estimated! . 11 New Vork . (4) Pennsylvania . 8 18 Rhode Island . (261 New Hampshire . 12 | West Virginia . . . f23) Vermont . 10 . I 14 Arizona . (91 J.V | 1 TRAINING OF TEACHERS. 401 In examining the material for the year wo have found several statements as to the institutions at which tho members of the teaching force received their education, and as it is in line with our remarks we insert them: Of the 3 990 teachers of Vermont 3,092 report the character of the institution in which they passed “the last year of their preparation for teaching” which the State superin¬ tendent classifies thus— Percent. In colleges in the State . . In colleges in other States . . In academies in the State . In academies of other States . -.. In high schools in the State . In high schools of other States . In normal schools in the State . In normal schools of other States. In district schools . 35 ) 401 ,179 ! 1G2J 652 f S2S 451 > 61 $ 430 2 .43 .17 .14 In Pennsylvania the proportion is as follows: Graduates of normal schools.... Attended normal schools . Graduates ot colleges . Educated in secondary schools. Educated in common schools... Per cent. 1, 716 . OS 3,631 . IS 233 . 01 5, 719 . 28 9,030 . 45 Total reporting, excluding Philadelphia. ... 20,329 The school committee of Johnston, R. L, give a list of the schools at which their teachers have been educated, as follows: Rhode Island State Normal School . . . 17 Providence High School . . . . - . * . 9 Friends’ School, Providence . . . . . 2 Massachusetts State Normal School . . . — . 1 High School, Cambridge, Maas . - . . . 1 High School, Dennis, Mass . . . . . 1 High School, Oswego, N. Y . .. . 1 Notre Dame Academy, Worcester, Mass . 1 Y ~ „ V, vf Vi Clnifno tn D T" Plain Farm Grammar, Johnston, E.1 . 1 Mount Pleasant Academy, Providence, R. L . 1 Brown University, Providence, R. I . . . 1 Total. It has been their aim, the Johnston committee say, to secuib, as far as possible, teachers from the State Normal School. At Newport. R. I., of the fifteen or sixteen teachers employed during the year but five or six have had professional training. BEGINNERS. We have now arrived at the last topic of the discussion upon which we have entered. Perhaps, in view of the foregoing statistics, it is not too bold to say that between ten and twenty per cent, of the teaching corps of the country are at least tinctured with profes¬ sional ideas, and we come to consider how many more of such or their betters are re¬ quired annually. Daring the last year the Connecticut State Normal School graduated sixty-two pupils, all of whom are teaching. These, says the State superintendent, have supplied one-sixth of the beginners for the year in the State. It follows, then, that the beginners number about 372 in Connecticut; that, is about 6 per cent, of the teaching force. The State superintendent of New Jersey gives statistics of the ‘ ; number who have been teaching one year or less.” As his report ends August 31, it is evident that the “ year or less must have begun in the fall of the preceding year or at some subsequent date, provided the experience was continuous, which under the circumstances we unhesitat¬ ingly assume. The 431 teachers of this class are therefore beginners: the whole num¬ ber reporting length of service was 3.919 (about ICO less than the whole number em¬ ployed) ; that is. 11 per cent, were beginners. In Michigan daring 1887, 14 per cent, of the teaching force had been licensed without previous experience in teaching. In Penn¬ sylvania the “ number who have had no previous experience ” as teachers was 3,112, ex¬ clusive of Philadelphia; that is, about 15 per cent, of the teachers in county and district schools. The State superintendent of West Virginia gives it as his opinion that one-fourth of the teaching force of his State has to he renewed annually, and the city superintendent of Minneapolis, in urging the establishment of a city normal school, calls attention to the 26 ED 402 EDUCATION REPORTj 1887-88. lesser permanency of service there than in eastern cities. In Iowa, about thirty in every hundred teachers were beginners (3,946 totally without experience, 3,671 less than a year’s). Investigations of this kind, even when as unpretentious as this, seem a waste if not leading to some positive conclusion, and when such a conclusion is avowedly stated as a conjecture from insufficient facts rather than as a fact, it would appear better to avoid “ pusillanimously passing it by,” as Mr. Spencer says in his book on education. Under such circumstances, it appears to us that there is a demand for as many professionally trained teachers as the normal schools have put permanently in the field, from the stand¬ point of the present, during the fifty years of their existence.1 PUBLIC NOBMAL SCHOOLS. Attendance. — By the summary, giveh below, of the statistics of Table 32, 32,314 pupils are shown to be in 133 schools; these are not all under training as teachers, however. In “teachers’ training classes” were enrolled 17,319 pupils, distributed among 112 schools. Rejecting from the total attendance (32,314) at these schools the number at¬ tending the schools not reporting teachers’ training classes or pupils attending them, we find that of the 26,113 attending schools where the training course for teachers exists, 17,316 are in that course and 8,797 are not. How far the 8,800 are “model school,” “ practise school,” or “training school ” pupils, we can not positively say, but it is our belief that the request that scholars to be practised on and pupils below high-school grade be kept distinct, has been complied with, and that the full statistics of Table 32 show it. To state the matter in a less precise way, one-third of the pupils attending normal schools are not reported in teachers’ training classes. It must be borne in mind that we are now speaking of the so-called public normals, a class founded on the very obvious feature of receiving aid from public funds to the amount of five hundred dollars or more, and that this has caused schools to be included that per¬ haps make the statistics on their face give some confirmation of the general statements as to the non-professional character of this class of schools. Considering the total enrolment in the schools, we find 69 per cent, of it composed of females; considering the enrolment in the teachers' training course, we find a slight in¬ crease of the disproportion, the percentage of females being 70. Though it is quite true that all the schools are not represented, it will be remembered that we are given a pro¬ portion, and that if it be of value it will hold with but slight variation though all the non-reporting schools were represented. Instructors. — The instructors, 1,189 in all, are also unevenly divided between the sexes, but the disproportion is not so great, being 42 to 58 in the hundred in favor of women. This inequality does not appear confined to any particular section of the country; but it is uniform and large in the New England and Middle States, including the neighbor¬ ing States of Ohio and Maryland. As compared with the statistics of the preceding year, there is an apparent gain of a thousand in the total number of pupils enrolled, and a slight decrease in the number of instructors. 1 It is interesting to compare this conclusion with that arrived at by Mr. S. H. White, principal of the city normal school of Peoria, Ill., as given in his paper, read before the American Normal Asso¬ ciation in 1870. This writer, in the course of his remarks, says: “According to the report of the State superintendent of common schools of Pennsylvania * * * * 30 per cent, of the teachers of that State are new to the work each year. The opinion of other State superintendents have been asked upon this point. So far as they have been expressed they are that from 10 to 50 per cent, of the teachers in their respective States are annually supplied from those who have had no experience. It is probably safe to say that, taking all sections of the country into consideration, this number would be about 40 per cent,” TRAINING OF TF.ACIIERS. 403 Table 29. — Teachers and Pupils in Public Normal Table. 32). Schools ( Summary of Siviilar Columns of State. Instructors. Pupils iu School. ' Pupils in Training Class. Male. Female. Total. Schools Re¬ porting. Male, j Female. i Total. I i . j I » 0 *** X Male. Female.1 Total. / (302) 1 1 $ (78) ?! Alabama . S3 33 66 7 t 367 | 479$ , 1, 148 6 1 ) 130 | 202$ 410 Arizona . 1 0 1 1 12 I 18 30 1 1 12 18 30 Arkansas . 6 3 9 O 328 242 570 1 152 42 191 California . 12 21 33 3 100 | 877 977 1 3 100 i 877 977 Connecticut . 3 28 3 5 i 406 411 3 5 401 406 Dakota . 6 13 19 2 • 106 | 178 284 2 89 157 246 District of Co- J C 1 * lumbia . 1 2 5$ 14 2 6 ! 74 SO 2 6 | 74 80 Florida . 4 2 6 2 6i ; 48 109 1 32 26 I 58 r (6i9) I Illinois . 23 24 47 t 502 682$ 1,S03 3 322 618 940 S (3) ? Indiana . 1 21 10$ 34 3 472 j 512 984 3 3S0 1 442 832 Iowa . . . 4 8 12 2 122 ! 316 438 2 122 316 438 Kansas . •7 6 13 4 246 423 j 669 0 Kentucky . 1 5 6 1 0 ! 39 39 1 0 ! 39 39 Louisiana . 6 10 16 2 H. 165 176 1 3 ! 28 31 Maine . 9 17 26 5 214 I 514 72S 4 124 | 436 560 Maryland . 3 7 10 1 32 273 305 1- 3 ! 78 81 Massachusetts . 25 60 85 10 107 1,37S i 1,485 9 75 i 1,053 1,128 Michigan . 18 8 26 1 248 466 714 1 31 86 117 $ (265) > Minnesota . 11 34 45 5 322 ; 666 9SS 5 1 203 374$ 842 Mississippi . 3 3 6 2 87 50 137 2 87 50 137 Missouri., . 28 26 54 5 810 j 926 1 1,736 5 539 | 651 1,190 Nebraska . fj 7 14 2 168 j 387 555 New Hampshire .. 1 8 9 2 0 95 95 2 0 j 95 95 New Jersey . 6 9 15 3 23 i 292 315 3 23 29° ' 315 $ (531) \ ! f “(476) “? New York . 54 329 183 13 i 486 ' 3, 699) 4,766 11 199 1 1, 579) 2,254 North Carolina ... 8 ( a 3 11 4 193 j 238 431 .2 68 i 65 133 Ohio . J V l 9 1 1 15? 33 5 107 | 275 382 5 8S 264 350 f G b i f (367) 1 Oregon . 1 3 i n t 1 75 18 3 1 47 | 60$ 474 1 (178) 178 Pennsvlvania . J v-u X 95 107^ I 218 14 2,294 1 4, 2S0 6,574 11 1 983 1,324 2,307 Rhode Island . 3 4 7 1 8 J 151 159 0 South Carolina ... 1 4 5 1 0 1 17 17 1 0 17 17 Tennessee . 11 20 31 3 301 j 373 1 674 3 156 1 195 351 Texas . . 10 6 16 2 214 210 424 1 2 214 | 210 424 f d85) I f (185) 1 Vermont . < . 4 15 19 3 1 40 j 14S$ 373 3 1 40 148$ 373 Virginia . 9 48 57 3 498 ! 555 ! 1,053 39 131 170 West Virginia . 12 15 97 6 486 | 428 914 5 215 j 141 3X6 W isconsin . 1 21 46 67 5 426 ! 871 1,297 5 394 866 1,260 % nrvtfai 1 (43) 1 5 (2,054) I 5 (1, 182) l ■LOISI ........... 1480 666J 1,189 | 133 1 ^9, 449 | 20,8115 'j 32,314 112 !H, 842 11, 295$ 17,319 Graduates from these schools have been spoken of above. For the year under review they number 4,381, an increase of 825 over the preceding year, as far as reported. By sections the number is distributed as follows: ! Graduates i for 1887-88. From Beginning. North Atlantic . TT . . . 2,384 265 359 1,096 34,083 2,805 2,313 12,229 2, 025 South Atlantic Division . j South Central Division . 1 North Central Division . . W estern Division . Total . v . 4, 381 53,455 404 EDUCATION REPORT, 1887-88. Permanent funds and income. — The inquiry as to permanent funds and the interest de¬ rived therefrom has produced but meagre results. In some cases it appears that the question was not understood in the usual way. In ten instances a fund has been re¬ ported, in two of these, however, merely as so much land. As far as reported, these funds amount to $1, 858, 204, $1,642,562 of which are reported by the States of the north¬ ern Mississippi Valley and $1,300,000 of this by the State of Wisconsin. The income derived from these funds is about $50,000. Tuition. — The charge for tuition to persons preparing to teach, and promising to teach in the State after graduation , is nothing. Exceptions to this statement appear in Table 32, but they are only apparent. In the first place, the charge of ten dollars or less is almost always in the form of an incidental fee, and in this way also is the twenty dollars charged at the Missouri schools to be accounted for. At the Southern Illinois Normal University students pledging themselves to teach in the State are instructed free of charge for tuition, and at the Virginia Normal and Collegiate Institute fifty State students are instructed under similar conditions. At the Vermont school each town is entitled to one scholarship or more, each scholarship paying one tuition of $24. Pennsylvania, which appears most to contradict the statement, has a rather unique way of giving free instruc¬ tion, which obtains in this way: To a student over seventeen signing a declaration that he intends to teach in the common schools of the State fifty cents a week (half the charge for tuition) is given, and to each student who shall graduate and sign an agreement to teach in the common schools of the State two full years, fifty dollars. Thus, during a session of forty weeks, though the charge for tuition is forty dollars, the student is paid twenty dollars by the State, and this deficit is more than offset by the fifty he receives at the end of two years’ study. The charge to non-resident normal students and to others need not detain us, and we will proceed to consider the Average annual cost of board and lodging. — The usual averaging process will not avail here. We must use other means, and that which has been adopted is the grouping of the amounts falling within a maximum and a minimum limit. The limits adopted are these: Instances where the annual cost is $75 or under down to $50, where it is $100 or under to $75, $125 or under, $150 or under, $175 or under, etc. In eleven cases the an¬ nual cost of board and lodging is reported at amounts varying with the school, from $50 to $75; in fourteen cases the cost varies with the several institutions from $80 to $100; in twenty-six cases it varies from $100 to $125; in twenty- three cases from $130 to $150; in six cases from $155 to $175, and in eight cases from $189 to $200. As the cost when $100 or under to $75 is with an exception almost the higher amount, the $75 to $160 group may be combined with that containing the cases falling within $100 and $126, and the new group thus formed will constitute 46 per cent, of amounts reported. Combining this group with that containing amounts of $150 and under down to $125, it appears that nearly three-fourths of the answers to the inquiry as to the aver¬ age annual cost of board and lodging fall about or between $100 and $150. Receipts. — The total receipts of the schools classed as public normal are $1,671, 761, 1 several city schools not reporting. Of this very nearly $200,000 were derived from the incidental fees, pupils not entitled to free tuition, and the- amount — more than half of the whole — derived from tuition charges at the Pennsylvania schools, of whose peculiar manner of financial procedure in the way of State aid of pupils we have spoken above. The amount received during the year from public funds was $1,240,197 and from “other sources ” $96, 431 . The discrepancy of $135, 000 between the sum of these several amounts and the sum total received has been occasioned by the failure in some cases to answe# the inquiry as to aid from “other spurces.” In cases where it has been answered, how¬ ever, it is doubtful whether tuition fees or benefactions received have not been given. These items, however, though of interest, are of little importance. In a table of public normal schools the aid from the public is the main feature. Between the amount received from the public funds for the present year and that granted in the preceding there is a difference of about $100,000, when the schools not reporting in both years have been excluded. In Pennsylvania there has been an increase of $30, 000. In Dakota and Michigan there have been decreases, respectively, of $40, 000 and $60,000. But this is not the proper way to compare these statistics. Periods greater than one year must be taken to ascertain the drift of educational things. We will on this occa¬ sion go back for five years when the appropriation was $1,071,520; but as this included an extraordinary appropriation of $120,000 for the Virginia Normal and Collegiate In¬ stitute, which reports this year, as it has ever since 1883-84, an appropriation of $20,000, we find ourselves warranted in throwing out from the sum appropriated then the over¬ plus of $100,000. Thus reduced the sum appropriated for 1883-84 is $971,520, leaving a gain in the five years interval of $269,000. Not including $15,000 of schools reporting last year but not this. TRAINING OF TEACHERS. 405 Table 30. — Aid from Public Funds and Other Sources ( Summary of Similar Columns of Table 32). State. j Amount Received from State, ! County, or City. Value of Property, l Including Apparatus. Aid from Other Sources. $34,500 7,500 8,420 58,750 17,000 30,200 8,000 70.554 24.500 13,600 29,850 2.600 13,600 1 20,116 10.500 55.280 38. ITS j 50.000 | 4,003 j 55, S93 44,000 9.000 20,000 281,469 6, o00 I 11,000 ! $191,760 10.134 - 650 582.500 132,000 140, 750 3,800 725.500 66.850 101,050 104.500 20,300 $3,250 325 Dakota . , . Iowa . . Kansas . Kentucky . Louisiana . . 2,000 Maine . 96,240 152,500 395,790 180, 765 382,200 71.300 510, 150 118,075 52.500 505,000 1,719,616 6,500 5o;ooo 27,100 1,934,713 41.500 Maryland . . . Massachusetts . . . Michigan . 302 Minnesota . Mississippi . Missouri . 9,000 1,965 Nebraska . New Hampshire . * . New Jersey . . New York . . North Carolina . 305 Oregon . . Pennsylvania . • Rhode Island . 115,000 12.500 1,500 8,700 | 45.500 : 7, 480 40! 329 13,770 6L408 27,821 South Carolina . . Tennessee . Texas . 191,500 53,250 38.980 630,600 169.825 356; 000 41,500 2.000 L160 2,000 2.850 1,953 Vermont . . . : Virginia . . . ■ West Virginia . Wisconsin . Total . . . ; 1 1,240,197 i 9,846,898 1 96,431 STATISTICS OF PRIVATE NORMAL SCHOOLS. In examining the summary of the statistics of public normal schools we found that 66 per cent, of the enrolment of schools reporting students in a teachers’ training course were in such course. Applying the same methods here we find that 50 per cent, of the enrol¬ ment are in such a course. Should the statistics of two schools — neither reporting this year but reporting in a somewhat different form very large enrolment in ‘ 1 normal classes ’ ’ for 1886-87 — be excluded from the divisor and dividend used in obtaining this percentage, it appears that about 31 per cent, of the total attendance of the private normal schools reporting a teachers’ training course are pursuing such course. In brief, about one-third of the pupils in private normal schools are under training as teachers. There is another feature, the male element preponderates both in the teaching corps and the attendance, and without exception as far as the totals indicate. _ These institutions seem more numerous in the States of the Central and Upper Missis¬ sippi Valley, thirty of them, including that in West Virginia, being situated in this area. In the Southern States there are nine, in California one, in Pennsylvania one. Of stu¬ dents below the high school grade there are eighteen hundred and eighty-six, the sexes being about equally represented. 406 EDUCATION REPORT, 1887-88. Table 31. — Instructors and Pupils in Private Normal Schools (, Summary of Similar Col¬ umns of Table 33). State. Instructors. Number in School. bi fci . ©* — ©‘ -2.5 © 6 & 0 g "3 —J 2 S 9 a a s A « fc 0 a! i ^ 3 0 Eh S| "3 S' 5 £ S 0 Eh 2 10 12 2 148 247 395 2 10 17 27 11 4 15 1 150 100 ' 250 1 20 70 90 4 4 8 2 111 124 235 O 33 57 90 27 12 39 4 S (335) ? ) 890 ; 660s 1,885 2 125 171 296 f \ 13 28) I 1 95 50 3 2,555 ! 1, 853 4,408 3 2,003 1,333 3,336 L3J l 215 71 7 f (400) i 1 1,517 1 1,0945 3,011 6 f (8 1 110 00) ] 2225 1,132 ! 10 3 13 1 650 0 14 5 19 2 f (SC 1 113 10) \ 585 | 971 1 26 29 55 3 0 3 1 30 20 50 1 11 10 21 4 4 8 1 129 127 256 1 (131) 131 3 3 6 1 70 60 130 1 25 20 45 3 8 11 1 47 55 102 1 15 10 25 1 6 3 9 1 72 83 155 1 25 30 55 { 15(' -2) ^ 34 5 519 343 S62 4 366 247 613 6 0 6 1 102 99 201 1 98 97 195 5 13 18 3 383 457 840 3 27 26 53 2 10 12 1 176 148 324 1 106 131 237 (11) 11 1 (113) 113 1 (13) 13 3 1 5 8 1 74 53 127 1 30 I 20 50 10 2 12 2 100 14 114 2 56 14 70 Lr (« 1178 l . 1235 365 41 / (2, 5 (7,186 29S) >J 5, 595 5 1 15,079 35 f (944) I \ 3, 086 : 2,5045 6,534 Number in Teachers’ Train¬ ing Course. Alabama .. California Georgia .... Illinois . Indiana . Iowa . . . Kansas . Kentucky . Michigan . Mississippi . Missouri . Nebraska . North Carolina. Ohio . Pennsylvania .. South Carolina. Tennessee . Texas . West Virginia . Wisconsin . Total , Graduates, tuition, etc. — As far as reported 219 pupils were graduated during the year; the volumes in the libraries numbered 32,843, and the value of property, including appa¬ ratus, was $1,281,103. The productive funds amount in all to $145,500, belonging, with one exception, to schools in the Southern States. The income from these funds amounts to $9,200. The charge for tuition is not high, ranging from $25 to $50, generally between $30 and $40, though in several cases falling so low as $8 or $9, and even $6. Boarding and lodging in the most cases fall about or between §75 or $100 rarely exceeding $150. The total amount received by these schools from all sources was $175,602, of which $97,877 are specifically given as tuition fees, and $26,157 from other sources. The amount derived through gifts and bequests was $20,320. KINDERGARTEN TRAINING SCHOOLS. In examining each peculiar kind of education it,is ever found that one of the most im¬ portant impediments to its early progress was a want of teachers. Pupils are abundantly present; that almost anything will do for a school-house is annually complained of, but that there is a decided lack of teachers is but too evident. When the form of education is not commonplace, as in kindergarten or manual training work, it is difficult to get even makeshifts, and the particular form of education is retarded by having poor teachers or no teachers. Mrs. Kriege's kindergarten training school was the first of its kind. We are under the impression that it was a training school ■properly so called. Since that date, 1868, many schools or classes have been established, some of them no doubt being formed to famil¬ iarize the pupils with the practical operations of the work rather than to inculcate Froebelian principles as a theory giving such activity a meaning. What a candidate for a kindergarten teacher’s certificate is expected to be acquainted with in Philadelphia will be shown by the following examination papers for September, 1887 : Theory and practice of the kindergarten. — (1) State the principles which distinguish Froebel’s philosophy of education from the systems of other educational reformers; (2) Describe the second gift, and explain what is intended to be accomplished by it; (3) What are the specific objects which the kindergarten seeks to attain in the education and train- TRAINING OF TEACHERS. 407 In" of the child? (4) Weaving, one example showing the first five steps? (5) Pease tcork , make a pentagonal prism, (6 Paper cutting and mounting, invent and make a geometric pattern with colored papers; (7) Paper folding, make the first fundamental form five times, and then convert all of these but one into four different forms. Drawing. — (1) Make an outline drawing of a cat, of a lily; (2) Draw an outline rep¬ resentation of the rroup of models placed in view; (3) Make a picture to illustrate a story of which the following b a synopsis: Mary lived in a pretty house in the country. She took her slate and started off for school. She saw a rabbit near the lane as she went along. The rabbit sat up to look at Mary and she stopped to look at the rabbit. Modelling ; ; day . — (T> How would you prepare dry clay for the children to work with? (2) How would you take care of the clay? (3) Develop the square pyramid, beginning with the sphere; (4) Model a basket containing apples; (5) Make a high re¬ lief model of a pear. Geometric forms. — (1) Classify triangles according to their sides and their angles, illus¬ trate with figures; (2) Classify four-sided figures, illustrate; (3) Explain the develop¬ ment of the cone; (4 i Make a paper form of a cube; (5) Make a paper form of a triangular prism : (6) Make a paper form of a square pyramid. Music. — (1) Why is music made an essential feature of kindergarten instruction? (2) How would you prevent children from straining their voices ? (3) How would you secure a pure, sweet tone in singing? (4) Write, on the staff', three measures of music in the key of A i time, using a half note in the first, a dotted note in the second, and a quarter rest in the third: (5) Write, on the staff, the major scale of B flat; (6) Sing at sight, exercise A; (7) exercise B; (8) from memory a kindergarten action song. Plant and o lie la! life. — (1) What peculiarities of structure are used as the basis of the classification of plants ? Illustrate your answer by classifying the pink; (2) Illus¬ trate by drawings the several part3 of a flower; combine these several parts to represent the entire flower, and name the flower that you have drawn: {3} Write the outlines of A lesson on the potato to a class of kindergarten ffdldren; Name the four great di¬ visions into which naturalists have divided the animal kingdom, state the leading char¬ acters of each; (5) Name three different coverings of animals, and show how these cov¬ erings are adapted to the habits of the several animals to which they belong; (6) Give a conversation lesson on the cat, stating the distinguishing characteristics of the structure and the habits of the family to which it belongs. Physical phenomena of nature. — (1) Write out the topics of a conversation on snow, showing the subject-matter and the purpose of the lesson; (2) Arrange the outlines of a class lesson on roek^, adapted to advanced kindergarten pupils; (3) How would you develop a lesson on running waters so as to explain their origin and their uses? (4) Write the outlines of a conversation lesson on light. School hygiene. — (1) Give the three essentials of any scheme of artificial ventilation; (21 How can the teacher care for the eyes of the pupils ? (3) How can the moral nature of the pupils be effectively aroused and strengthened by agencies at the disposal of the teacher? (4) Why do not the feelings of teacher or pupils form a good means of judging of the correct temperature of a room ? What do the best authorities consider the proper temperature ? (5) How can the kindergarten teacher influence her pupils in regard to their food? Mental and moral science in their relation to education. — (1) Discuss the relative values of mental development and mental acquisition: (2) What is meant by training a fac¬ ulty? Name the special senses in the order of their knowledge-giving power: state what stimuli are appropriate to each; (41 Upon what two conditions does the power to reproduce an object or event some time after it has been presented depend? (5) Show how imagination is related to the acqnisition of knowledge; (6) Discuss sympathy as an element in education, its uses, how cultivated; (7) Mention some of the ways by which a child's attention is stimulated. History of education , — (1) Write a comparison of the methods and aims of education as practised in Sparta and in Athens; (2) What was the condition of education in the Mid¬ dle Ages? (3) Explain the rise of humanism and its influence upon modem education; (4) Give some account of the educational theories of Comenius; (5) Discuss briefly the educational theories set forth in Rousseau's Emile; (6) Give a short statement of the prac¬ tical principles introduced into the school by Pestalozzi. and the hearing of these upon the subsequent development of educational methods; (7) State the leading principles of Spencer's philosophy of education. Unfortunately we have not the data to make a comparison of the courses of the schools and classes in our table with the course of an institution giving the highly professional instruction which the Philadelphia examination papers assume that the candidate has had. Most frequently the course is of a year, and in that time it is doubtful if a student could acquire the attainments required at-Philadelphia unless the process was one of re¬ freshing or particularizing knowledge already acquired and digested. 408 EDUCATION REPORT, 1887-88. Kindergarten instruction in normal schools. — In these schools the kindergarten has lately- made its appearance. To endeavor to ascertain to what extent such instruction was be¬ ing given to the intending teacher, the inquiry “Number receiving special training for kindergartens ” was made. In fifteen instances a reply has been made by inserting the number in the blank space left for the purpose. In one case the answer is, ‘ ; None special, but 44 receive,” and in another case, “Kindergarten instruction in primary classes.” As far as reported, the number receiving instruction in kindergarten methods is 841. Summary of statistics of kindergarten training schools ( Tgble 34). State. OJ 0 o 'w CO Teachers. Pupils. State. Schools. Teachers. I a a California . 1 4 46 Missouri . 1 3 28 Connecticut . . . . 1 4 12 I New York . 13 19 1S2 District of Columbia . 3 7 24 Ohio . 2 2 32 Hlinois . . 4 9 120 Oregon . 1 3 7 Indiana . 2 4 57 Penn sy 1 van i a . 5 10 374 Iowa . 1 1 s Rhode Lsland . 1 3 12 Kansas . 1 1 10 Ten n essee , IT . 1 5 Louisiana . 1 2 8 Utah . 1 1 30 Maryland . 1 2 13 Wisconsin . . 4 10 36 Massachusetts 6 6 31 Michigan . 1 1 4 Total. i 55 t 96 962 Minnesota . . . 3 3 13 1 I | Notes fbom Various Sources as to the Condition of Normal Schools and other Instrumentalities for Improving the Teaching Body in Theory and Practice. ALABAMA. The new institution for training teachers established at Troy during the year for white pupils has fully gotten under way. Its object, says the organic act, is to educate teachers for the public schools of Alabama; its aims are as follows: (1) to give thorough and systematic instruction in the branches usually taught in common schools; (2) to add such other branches of general culture as will increase the knowledge of students and inspire them with a love of learning and a zeal for teaching; (3) to direct their observa¬ tion and afford them such practice in teaching as will help them to acquire a mastery of the theory of teaching and skill in its practice; (4) to form, as far as possible, correct habits — physical, mental, and moral. The building is of brick, and well furnished with the latest and most approved appa¬ ratus and appliances. To obtain admission, applicants must be at least fifteen years of age and have passed a creditable examination in the studies of the grammar grade. The examination is intended rather to bring out the student’s intellectual capacity than to ascertain the quantity of his learning. Upon entering, the pupil signs a pledge, where¬ by he obligates himself to teach in the public schools of Alabama for at least two years. He (or she) can only be released from this obligation by paying the tuition fees that, if not entering into the obligation, he would have been compelled to pay. There are no dormitories connected with the school. The courses of study are two: one of a single year, purely professional, for graduates of high schools and colleges and for teachers of more than one year’s experience who are able to pass the examination for a first-grade certificate; the other, a course of three years, in which technical studies are not considered, at least specifically, until the sec¬ ond year. This three years’ course, not considering the technical studies, is academic; Latin is required, French and German optional. Students completing the course will be granted the diploma of the school, which, by law, is a life certificate to teach in the schools of the State. Drawing iS taught free of charge to intending teachers. The pub¬ lic school of the town affords opportunities for practice to the pupils. It is understood that two years have been added to the course, making it equal in course to a college. The school in Greene County, for which provision was recently made by the Legisla¬ ture, has hot been established, by reason of the failure of the people of the county to provide the building required by the act. _ At the State Normal School at Florence it is reported that more work of a profes¬ sional character is being done than ever before. The principal also remarks that TRAINING OF TEACHERS. 409 “The demand for young men as teachers far exceeds the supply. * * * Some steps should be taken to induce youug men to take normal training, as they are wanted in small towns and rural districts, while youug ladies are wanted in city graded schools.” The Alabama Normal College for girls receives $2,000 annually from the State to pay for the tuition of normal pupils and $500 to purchase school appliances. The teachers’ training courses are two; one of two years and the other of four. The normal pupils pursue the studies of the college curriculum, receiving instruction in methods during the last year of their course. Those that have completed the two years’ course receive a certificate to teach in the schools of the State, those completing the four-years’ course receive the degree of normal and literary graduate. This school and the Tuskegee State Normal and Industrial School have been included in the table of . public normals, inasmuch as they are both recipients of State aid, though not wholly State institutions. Of private schools for training teachers the only event of note is the change in name of the school at Huntsville from Rust Normal to Central Alabama Normal Institute. In his report to the trustees of the Peabody Fund Superintendent Palmer remarks: ‘ ‘ Trained teachers are indispensable for any public school system, and I am glad to be able to report that the normal schools of the State each year are doing more and more training of teachers. The demand for normally trained teachers is increasing, causing a corresponding increase in the patronage of our normal schools, and the terri¬ tory from which this patronage is drawn should be extended over the entire State.” Institutes. — It is estimated by the same authority that perhaps one thousand teachers attended the twenty-one teachers’ institutes held during the year. The conductors of these institutes were all teachers experienced in the work. A full report of these meet¬ ings can not be had until the publication of the superintendent’s annual report. The appropriation from the Peabody Fund was $3,000 for the seven normal schools, the Florence school obtaining over a third of the whole. For teachers’ institutes $1,000 were appropriated, which, with the S500 appropriated by the State, were used in defray¬ ing the expenses of the twenty-one institutes above mentioned, one for county superin¬ tendents, eleven for white teachers, and nine for colored teachers. Teachers' meeting. — The Alabama Educational Association was called to order by State Superintendent Palmer on the 26th of June last, at Bessemer. In his annual address, the presiding officer, after congratulating the association on its increase in numbers and its growing usefulness, remarked: “This seems to be an age of constantly increasing associations, caused, no doubt, by our rapidly multiplying population, industries, and commerce. In law, we have the State Bar Association; in physic, the Medical Associa¬ tion. * * * I might go on enumerating various associations, all having laudable ob¬ jects in view. * * * It seems that those engaged in the different professions and pursuits of life have banded themselves together to become more proficient in their pro¬ fession and to render their business more profitable. No profession is more worthy of encouragement than that of the teacher, and none more susceptible of improvement by association. By means of our association the ethics of the profession has been improved and given increased emphasis; young and timid teachers have been encouraged, others have had pointed out to them better methods of instruction and school management, which they have used with profit. * * * This association, then, should be encour¬ aged, and its meetings more generally attended, as one of the means of increasing the available means of increasing the efficiency of those teachers who desire to improve, and of driving out of the profession those who can not or will not improve. : ’ The commit¬ tee appointed on the Alabama Teachers’ Home, located at Monteagle, Term. , made the following report: “Believing that some place of rest, social, intellectual, and religious improvement to be an important factor in the educational interests of our people, and believing that the ‘Alabama Teachers’ Home,’ located at Monteagle, Tenn., is the best opportunity of meeting this demand: Therefore, “j Resolved, That we, as the Educational Association of Alabama, heartily endorse the work already done by the executive committee appointed at Monteagle. “Second. That the president of this meeting appoint a committee of three to act with the Monteagle committee. “Third. That this committee be authorized to devise whatever means they may deem best, the other committee agreeing thereto, for the completion of said Home.” The amount subscribed by the members of the association for the Home was $250. The meeting adjourned on the 29th. The Alabama Teachers’ Home, above referred to, is the result of a suggestion made by Miss J ulia Tutwiler, of the Alabama Normal School for Girls, four years ago. The Monteagle Sunday School Association has donated three lots to the association having the matter in charge, _ These are on the east side of the grounds at Monteagle, Tenn., a village delightfully situated on the Cumberland plateau. To the three lots thus ob- 410 EDUCATION REPOET, 1887-88. tained Mr. Peebles, the secretary and treasurer of the Home, added another, making a front of two hundred feet. On this property three buildings are to be erected, one of which has just been completed, and is somewhat in the Italian villa style, so much in vogue about thirty years ago, but without the campanile. This is not a home for those so unfortunate as to have survived their usefulness, but a place of recuperation and rest, it would appear — “a place of recreation and profit to Alabama teachers.” ABKANSAS. The branch normal college of the Arkansas Industrial University reports a new dor¬ mitory building now being erected at an expense of $5,000. In the absence of the State report the only items that the Office has been able to obtain are from the report of the agent of the Peabody Fund, from which it appears that $2, 000 were paid for the sup¬ port of ten scholars at the Peabody Normal College, at Nashville, Tenn., and §1,500 for institutes in the State. CALIFOBNIA. At the State Normal School at Los Angeles a year of graduate work has been added. This is designed to fit graduates for the requirements of grammar school teaching, and it is hoped that a sufficient number of those who have already taken the three years’ course will form a class of at least ten for 1888-89. The professional studies of this ad¬ ditional course are psychology in the first^term, philosophy of education in the second, methods in the third. The library of this school is large, and its section of ‘ ‘philosophy and education ’ ’ consists of one hundred and ten volumes dealing practically or theo¬ retically with the profession of teaching. “Some seven or eight of our students,” says the principal, ‘ ‘ have, after graduating, entered the State University at Berkeley to pre¬ pare for higher teaching.” At the school at San Jos6 a graduate course of a year has also been provided. Another important change made is the division of the yearly course into three terms; formerly there were but two. The building for the Chico school has not been completed; the school will be opened in the fall of 1889. The normal department of the Girls’ High School of San Francisco is intended mainly to prepare primary teachers for the city schools; the number of pupils is limited to sixty for the coming year, including the graduates of the Girls’ High School who obtained a percentage of 75 or over in the final examination. The laws relating to the State normal schools, as amended, to take effect July 1, 1887, briefly referred to in the Report for 1886-87, are as follows: The normal schools at San Jose and at Los Angeles, and any normal school established after the 1st day of January, 1887, by the State, shall be known as State normal schools, and shall each have a board of trustees, constituted as follows: The Governor and State Superintendent of Public Instruction shall be members of each board, and there shall be five members, whose term of office shall be five years, who shall be appointed by the Governor: Provided , That the trustees in the State Normal School in office June 30, 1887, shall hold office until the end of the terms for which they were appointed: Provided , That no appointment made after the approval of this act shall be for a term of more than five years, and the trustees in office when this act takes effect shall become members of the board of trustees of the normal school located nearest to their residences, and the members of any board of trustees, when first appointed and organized, shall classify themselves so that the term of one trustee shall expire annually. The State normal schools have for their objects the education of teachers for the pub¬ lic schools of this State. The State normal schools shall be under the management and control of boards of trustees. The powers and duties of each board of trustees are as follows: To elect a secretary, who shall receive such salary, not to exceed §150 per annum, as may be allowed by the board. To prescribe rules for their own government, and for the government of the school. To prescribe rules for the reports of officers and teachers of the school, and for visiting other schools and institutes. To provide for the purchase of school apparatus, furniture, stationery, and text-books for the use of the pupils. To establish and maintain training or model schools, and require the pupils of the normal school to teach and instruct classes therein. To elect a principal and other necessary teachers, fix their salaries, and prescribe their duties. To issue diplomas of graduation upon the recommendation of the faculty of the school. To control and expend all moneys appropriated for the support and maintenance of the school, and all money re¬ ceived from tuition or from donations. (In no event shall any moneys appropriated for TRAINING OF TEACHERS. 411 the support of the school, or received from tuition or donations, be paid or used for com* pen sat ion or travelling expenses of the trustees of the school, except when attending the joint meetings provided for by section 1492 of the political code of the State of Cali¬ fornia, and each trustee attending such meetings shall receive the same mileage as is allowed by law to members of the Legislature, lor not more than two meetings in each school year.) To cause a record of all their proceedings to be kept, which shall be open to public inspection at the school. To keep opeu to public iuspection an account of re¬ ceipts and expenditures. To annually report to the Governor a statement of all their transactions, and of all matters pertaining to the school. To transmit with such report a copy of the principal teacher’s annual report. To revoke any diploma by them granted, on receiving satisfactory evidence that the holder thereof is addicted to drunkenness, is guilty of gross immorality, or is reputedly dishonest in his dealings: Provided , That such person shall have at least thirty days’ previous notice of such contemplated action, and shall, if he asks it, be heard in his own defence. Each board of trustees must hold two regular meetings in each year, and may hold special meetings at the call of the secretary, when directed by the chairman. The time and place of regular meetings must be fixed by the by-laws of the board. The secretary must give written notice of the time and place of special meetings to each member of the board. Joint meetings of the boards of trustees of the State normal schools shall be held at least once in each school year, alternately, at the different State normal schools. The first meeting shall beheld at San Jos6, and thereafter at the other normal schools in the order of their organization. At such meetings the trustees shall have the power, and it shall be their duty: To prescribe a uniform series of text-books for use in the State nor¬ mal schools (the State series of text-books shall be used, when published, in the grades and classes for which they are adapted); and to prescribe a uniform course of study, and time, and standard for graduation from the State normal schools. Every person admitted as a pupil to the normal school course must be of good moral character, of sixteen years of age. of that class of persons who, if of proper age, would be admitted in the public schools of this State without restriction. Teachers holding State certificates of the first or second grades may be admitted from the State at large. Persons resident of another State may be admitted upon letters of recommendation from the Governor, or superintendent of schools thereof. Every person making application for admission as a pupil to the normal school must, at the time of making such application, file with the principal of the school a declaration that he enters the school to fit himself for teaching, and that it is his intention to engage in teaching in the public schools of this State, or in the State or Territory where the applicant resides. The principal of each State normal school must make a detailed annual report to the board of trustees, with a catalogue of the pupils, and such other particulars as the board may require or he may think useful. He must also attend county institutes, and lecture before them on subjects relating to public schools and the profession of teaching. % The board of trustees of each State normal school, upon the recommendation of the faculty, may issue to those pupils who worthily complete the fall course of study and training prescribed, diplomas of graduation. To each pupil receiving this diploma, and thereafter teaching successfully in the public schools of this State for three years, and to each pupil who worthily completes the post-graduate course, the State board of educa¬ tion shall grant an educational diploma. The board of trustees, or such trustees as attend the joint meetings, shall have power to appoint a secretary, who shall receive such compensation, not to exceed twenty dollars for each joint meeting, as the trustees present at the meeting may order paid. The sec¬ retary shall keep a full record of all the proceedings of the joint meetings of the trustees, and shall notify the secretary of each board of trustees of any changes made in the course of study or the text-hooks to be adopted in the State normal schools. The superintendent of public instruction must visit the school from time to time, in¬ quire into its condition and management, enforce the rules and regulations made by the hoard, require such reports as he deems proper from the teachers of the school, and exer¬ cise a general supervision over the same. Each order upon the Comptroller of State by the board of trustees of a State normal school must be signed by the president of the hoard, and countersigned by the secretary. Upon presentation of the order aforesaid, signed and countersigned as aforesaid, the Comp¬ troller of State must draw his warrant upon the State treasurer in favor of the board of trustees for any moneys, or any part thereof, appropriated and set apart for the support of the normal school, and the treasurer must pay such warrants on presentation. Teachers’ institutes. — The law provides for county institutes in all counties having twenty districts or more, for not less than three or more than five days. The State su¬ perintendent thinks these limits should be increased to five and ten days, respectively. He calls for the enforcement of the law requiring the teachers to attend and thinks they should be notified of the part they are expected to take in advance that they may have 412 EDUCATION REPORT, 1887-88. time to prepare. Twenty per cent, of the teachers in the public schools of the State are graduates from normal schools, and for the other four-fifths this institute instruction is valuable. The county superintendents and county boards of education in nearly all counties consider it as unprofessional conduct on the part of teachers to absent them¬ selves from the institutes, and in a few cases have even gone so far as to revoke certifi¬ cates for non-attendance. In 1888, 632 more teachers attended institutes than in 1887. The expense for institutes of the forty counties holding them was. $4, 456. Prof. C. H. McGrew, occupying the chair of educational psychology, science, and art of teaching at the University of the Pacific, observes in a comprehensive article on “A Normal Institute System for California:” “During the last two years as an instructor and conductor in some sixteen different institutes, and an observer of the work in many others, I have had an excellent chance to see the work and judge of its efficiency. I shall speak frankly of some of the most obvious defects and abuses of the (county) sys¬ tem. I would prefer to speak of its merits. “(1) The average time, about three days, is entirely too short to do much good. If the whole time were given to it, not even one subject could be taken up thoroughly, much less from six to ten. Think of considering a whole science in its professional aspects in forty minutes ! The institute scarcely gets in readiness to work when it has to adjourn. So the session is little more than a formal gathering. “ (2) The institute is made, four times out of five, a parliamentary body. It should be a professional school, with the county superintendent as manager. * * * I can not see the necessity of electing all the resident ministers and physicians vice-presidents. * * * Much valuable time is often wasted in this way. “ (3) The crude, unpractical, and unprofessional methods of work adopted. After a programme has been prepared for the session it is not an uncommon thing to see all sorts of motions entertained and discussed, proposing to do something entirely outside of the work and aims of a teacher’s institute.” Annual joint convention of the hoards of trustees of normal schools. — This meeting was held at Los Angeles, April 9, 1888, each of the three schools being represented. The report of the special committee to which had been referred the matter of preparing a uniform course of study and a uniform series of text-books for use in the normal schools proposed that each school year be divided into three terms, the first to commence the first Tuesday in September and to continue sixteen weeks, to be followed by a vacation of two weeks, and two other terms, to continue for twelve weeks each. After some dis¬ cussion and dissent the report was adopted. The changes in the courses of the normal schools above noted seem to be pursuant to this action. Teachers' associations. — The California Teachers’ Association began its twenty-first an¬ nual session at Berkeley, December 27, 1887, and continued in session four days. On the second day of the session, the first being taken up with organization, the association sep¬ arated into its four sections — high school, grammar school, ungraded, and primary. With two exceptions the Office has no information as to the papers except their several titles,* the exceptions are Professor McGrew’s paper on “A Normal Institute System for Califor¬ nia,” quoted in part above, and Professor Le Conte’s paper on “Sense Training and Hand Training in the Schools, ” 1 both papers, by request of the members of the association, hav¬ ing been published in the Pacific Education Journal. “As a nation,” said Professor McGrew, “we are free to develop our institutions ac¬ cording to our inclinations, conceptions, and circumstances. * * * To meet our wealth of mind and character and diversified wants, schools representing almost every interest and aim have sprung into existence in our most progressive States. The most important of these to our nation and civilization are the normal and professional train¬ ing schools, fitting teachers to teach the children of our public schools. This is an age of specialties. * * * Teachers, above all other skilled and professional persons, must be fitted and trained for the profession of all professions — teaching. To create as well as to supply a demand for better prepared and specially trained teachers, our normal schools have sprung into existence within the last forty years. Every State in the Union has one or more such schools. These schools have done something, but not all they could and should have done. I must kindly say, yet frankly, that many of them are normal schools only in name, for in their work and results they do not differ materially from the high school or academy. They have developed but few of the normal or professional features, yet they have done much good in giving us better academically prepared teach¬ ers with a sprinkling of professional training. The graduates may be divided into two classes, — those who have tendencies and aspirations for more professional knowledge and skill, and those who have a self-sufficiency and conceit almost unbearable. * * * “Chairs in the science and art of education are now being established in our better colleges and universities throughout the country. * * * In my judgment our State university could benefit the public schools so much and secure a hold on them and the 1 See Chapter XV. TRAINING OF TEACHERS. 413 peoplo which are to support it in no other way so well as to establish such a chair and till it with an able and practical teacher.” “California,” continues the professor, “needs a normal institute system. * * * We need a four weeks’ normal institute system, making the county and county super- intendeuey prominent factors, with the law so constructed that two or more sparsely populated counties may unite to hold a union institute. * * *' Our normal institutes should be short-term professional training schools, held during the summer and winter vacations. A professional course of study of three or four years should be prepared by the State superintendent or State board, and should be general, definite, and so flexible that it can be adjusted to the varying conditions and needs in the different counties, and at the same time secure a sufficient degree of uniformity. * * * It should provide for a completion of the course by teachers, and some legal recognition of such work by authorities, thus stimulating attendance and forming a class of teachers for our common schools. Model classes in kindergarten and primary teaching, and other grades, should be maintained free to the children in the town where the institute is held, thus furnish¬ ing the best illustrations of the new methods.” The professor would not compel the teachers to pay for these institutes, as in some States, nor have attendance made compulsory, but would offer as an inducement at least two weeks of school time to attend. Examining the pecuniary side of the question, Mr. McGrew observes: “Let us make a very economical estimate. Take $500, the amount allowed for the smallest school in the country. This will enable the county superintendent * * * to hold a good four weeks’ normal institute. A good con¬ ductor ought to be secured for the session for $250 or $300, and a good assistant for $150, thus allowing from $50 to $100 for incidentals.” Speaking of the advantages to follow from a normal institute system, the speaker con¬ cluded thus: “Many of our teachers are laboring under educational and social disadvan¬ tages little felt in many parts of the East. I know from observation what many have to endure from isolating social starvation and lack of interest and sympathy on the part of others. Nothing will ever succeed in rendering the simple profession of the district teacher as attractive as it is useful. Society can not make a sufficient return to those who are earnestly devoted to this work. There is no fortune to be won, there is scarcely a reputation to be acquired in discharging their laborious duties. Destined to see their lives psfcs away in monotonous toil, often to encounter the injustice and ingratitude of ignorance and prejudice, they must become disheartened and succumb if they do not draw their strength and courage from other sources than a pecuniary reward and per¬ sonal ambition. They must be constantly sustained and animated by a prolound sense of the moral and social importance of their calling; the noble thought and feeling that they are quietly contributing to the intellectual and moral worth of the State and na- tiou must be their highest reward. * * * Such teachers need our help. They need guidance, light, inspection, enthusiasm, and sympathy. Let California establish a nor¬ mal institute system for this worthy purpose, and in five years we will have the finest equipped army of teachers in the Union.” COLOSADO. In the M arch, 1888, number of the Colorado School Journal the people of Arvada, Jefferson County, are said to be making active exertions to have the State normal school located at that place. Already the citizens “have subscribed about $1,400 in cash and over 100 acres in land,” and the county was to be asked to subscribe $5,000. “It is proposed to get everything in shape * * * and go before the next Legislature with strong backing, and ask that body to pass a bill creating the school, and an appropri¬ ation therefor.” Institutes. — During August, 1887, the first institute district (the State is divided into six) held its meeting at Fort Collins for two weeks. This was the first district to profit by the new provision of the school law whereby a union of individual, county, and State funds was made possible. A number of meetings were announced for July and August, 1888. Teacliets ’ associations. — The State association held its thirteenth annual session on December 27, 1887, with an attendance much larger than usual. The first day of the session was devoted to addresses on manual training, and the president’s annual address. In his remarks Mr. Remington, the president of the association, said that very few boards of trustees have any settled or well-defined policy. As a rule they represent not their constituents, the people, but those whom they themselves have constituted the teachers. “ The teacher, ” Mr. Remington continues, “is a positive force. Fie, as an individual, knows what he wants, how he desires to work; he makes plans. The people are passive. They want good schools and are willing to pay for them, but as to what constitutes a 414 EDUCATION REPORT, 1887-88. good school, or even npon what principles its foundation should rest, nothing is fixed, nothing is settled.” On the third day of the meeting the county superintendents’ section was held, and a series of resolutions adopted by the association, of which the first is as follows: “We endorse the central idea of the president’s address, which emphasizes the need of a more intelligent appreciation of the functions and purposes of the public school on the part of the general public, and which urges teachers to strive to come into a closer and more sympathetic relation with parents.” The Office has record of meetings of the teachers of Boulder, Custer, Jefferson, Logan, and Mesa Counties. CONNECTICUT. The Connecticut Normal and Training School has completed the thirty-sixth year of its existence. ‘ ‘ Its history, ’ ’ says the State superintendent, ‘ ' has been most honorable, and what it has accomplished for its students and through them for the children and schools of this State has been in the past recognized and appreciated. Never were the demands for its graduates so urgent and numerous, and never was the prospect for usefulness so bright. * * * The graduates of the year 1887, numbering sixty-two, constituted 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 all the beginners in the State. * * * ‘ ‘As has been stated, there is a constantly increasing demand for teachers from this school and they teach with satisfaction to parents as well as with delight to children. This is an important gain because it indicates that the training has not put them out of tune with the sentiment of intelligent people. It might be expected that persons especially trained for a particular work would have narrow notions and perhaps a period of over¬ weening conceit and self-sufficiency. If this is true, it does not come to our knowledge, and if it exists probably soon gives way, and the real effect of their instruction is appar¬ ent.” The gymnasium has been finished and an instructor in physical training employed. The course so far has been eminently successful. The city superintendent of N ew Haven reports that, to provide sufficient practice for the pupils of the Welch School during the second half of the year of training, schools in two other buildings will be used hereafter for this purpose. The superintendent suggests that it would be better if one teacher at a time were assigned to give instruction, and that the regular teacher of that room should be competent to set an example of good teaching and to aid and advise the novice. The Cedar Street School is, in the language of the city superintendent, “the headquarters for substitute teachers;” the pupils, all being graduates of the Welch School, are sent out to fill temporary vacancies, working under the direction of the principal. The lack of regular teachers, a want from which this school has been suffering, has at last been overcome. Institutes. — The number of teachers’ meetings held during the year was twenty-one, with an attendance of forty-three. A summer school for teachers was to be opened at Niantic the first week in July and continue two weeks. Teachers' associations. — The forty-first annual meeting of the Connecticut State Teach¬ ers’ Association was held at Hartford, October 13-15. The Eastern Connecticut Teachers’ Association met at Willimantic, November 11, 1887. DAKOTA. From the report for 1886-88 of the Territorial board of education, we obtain the fol¬ lowing information: The Territorial board of education has no control over the normal schools of the Territory except as to the course of study they are to pursue; but they think that in view of their position a few remarks on them will not be indicative of a desire to over¬ step the sphere of their duty. It gives them pleasure to state that radical changes have been made in the general administration of these schools, especially at the Madison school. These changes have been in the direction of professional training and of a gradual wid¬ ening of Territorial influence, in contradistinction to the local character of officers and teachers and attendance in the past. Though not all that they should be, these schools challenge comparison with the best schools of the North-west. A member of their board, also a member of the board of visitors to the school of Madison, speaks in high terms of the instruction given at that school and of its conditions. The school at Spearfish has completed the new building, and most constantly gratifying reports are received from it. The need of an additional school for northern Dakota is pointed out and urged as neces¬ sary to complete the system. In our last Report we spoke of the provisions for normal instruction in private schools and colleges. These departments are conducted under the following regulations: TRAINING OF TEACHERS. 415 Each school so designated shall adopt the course of study for its normal department that is prescribed by the Territorial board of education, and the principal of that de¬ partment and all its teachers be approved by the board. Nor shall any free normal class be taught by a person not a graduate of a college or normal schml in go > . standing. The board reserves the right to prescribe the qualifications for admission to the free normal classes, and the questions for any or all examinations, and may at any time hold special ones. No free normal class shall have more than twenty-five or contain fewer than ten pupils. All pupils admitted to such classes shall be accorded the same privileges as to lectures, .libraries, dormitories, etc., as are enjoyed by other classes of the institution. No tuition is to be charged other than that paid by the Territory, nor will the Terri¬ tory allow a charge for a pupil attending for a shorter period than ten weeks. Each school accepting this appointment binds itself to designate one member of its faculty as principal of the normal department, whose first and most important duty is to teach the classes of the department and supervise his assistants, if any. He may teach other classes of the institution, “if his time permits,” and pupils of other classes pursuing the same studies as those of the normal class may be admitted therein. The principal must keep a record of attendance, standing, etc. , and make an annual report to the board of education. Should, in the opinion of the board, the school not do satisfactory work or violate the agreement, the board may withdraw the pupils at the expiration of a notice served three months before. The faculty may require the normal pupils to conform to the rules of the institution, and may advertise the special department in any way they please to increase its attend¬ ance. The board of education reserves the privilege of granting diplomas to such pupils as complete the normal class course of study. The conditions of admission are (1) that the pupil be seventeen years of age, of good character, and declare it is his purpose to fit himself for teaching; (2) that the candidate pass an examination in the studies of the public school if not a graduate thereof or the holder of a certificate to teach in any of the counties of Dakota. The statistics of these classes are given here rather than in connection with the main body, inasmuch as the report arrived too late to incorporate them there. The table of the Territorial report is reproduced. Record of Attendance , with Amount paid each Normal Department. Name of Institution. Groton College : Winter term . Winter term . Winter term . Winter term . Winter term . Jamestown College: Fall term . Fall term . Winter term . Spring term . Mitchell University : Fall term . Fall term . Fall term . - Winter term . Winter term . Winter term... . Spring term . Spring term . Milnor Normal School: Winter term . Winter term . Winter term . Winter term . Spring term ...„ . . Spring term . . TT 8 3 4 1 1 14 13 12 11 10 §112.00 39.00 I 48.00 11.00 j 10.00 §220.00 §220.00 20 12 ! 240.00 } 250.00 1 10 10.00 ! 25 12 300. 00 : 300.00 10 11 110.00 | 110. 00 660.00 17 2 3 9 12 4 20 ;i 15 6 3 i 1 10 7 I 13 11 10 13 10 ! 12 I 12 t 11 I 17 | 16 I 13 j 11 : 10 j 10 I 221.00 22.00 30.00 117.00 120.00 48.00 240.00 22.00 V 273.00 | 285.00 1 262.00 i 235.00 96.00 39.00 11.00 110.00 70.00 1 j- 401.00 j{ 180.00 820.00 580.00 §9.00 416 EDUCATION REPORT, 1887-88. Record of Attendance, with Amount paid each Normal Department— Continued. 1 i Name of Institution. 0Q a 3 O 6 fc No. of Weeks of Attendance. Amount Due. Total' Amount Due for Term. - k- Total Amount Paid the Insti¬ tution During Year. Amount not Al¬ lowed. Pierre College : Fall term . 10 14 $140.00 ] $152. 00 Fall term . . . 1 12 12.00 Winter term . 10 12 120.00 Winter term . „... 1 11 10.80 j ^ 130. 80 $394.22 $2.00 Spring term . 10 10 100.00 L 111 AO Spring term . . . 1 11 11.42 r 111. 42 ftedfield College : Fall term . . . 7 14 98.00 ) Fall term . 1 13 13.00 Fall term . . . 1 12 12.00 > 134.00 Fall term . 1 11 11.00 i Winter term- . . . . . 12 13 156.00 Winter term . . 1 20 20.00 - 545.00 Winter term . 1 19 19.00 j- 210.00. 14.00 Winter term . 1 18 18.00 Winter term . 1 17 17.00 Winter term . . . 1 10 10.00 Spring term . 10 11 121.00 1 i m Spring term . 5 10 50.00 \ r 1/1. w Scotland Academy: i Fall term . 10 12 120.00 i Fail term . 1 11 11.00 I >- 141. (X) Fall term . . . 1 10 10.00 J i Winter term . . . 14 11 154.00 Winter term . *. . 4 10 40.00 _ 514. (X) Winter term . 1 17 17.00 - 245.00 iJO. 00 Winter term . 1 19 19.00 Winter term- . 1 15 15.00 Spring term . 5 11 55.00 1 Spring term . 6 10 60.00 L 128.00 Spring term . 1 13 13.00 J 1 Yankton College : Winter term . 9 11 99.00 ' T AQ AA 1 Winter term . . . 1 10 10.00 L OfY7 AA 1 O AA Spring term . 10 9 90.00 1 ' QQ AA 12, vJ Spring term . . . 1 8 8.00 I | J Total . 3,940.22 j The Office has information that in September, 1889, the Norwegian Evangelical Lu¬ theran Synod of America will open a school under the name of the “ Lutheran Normal School’ ’ at Sioux Falls, for the specific purpose of training teachers of either sex for the public schools and for the parochial schools of the synod. Institutes. — The department of public instruction intends to arrange two courses of in¬ stitutes a year, deeming that the experience of the Territory and the States show that an institute of one week in duration is better than one of two weeks. The courses are to occur during the fall (September to December) and the spring (March to June), re¬ spectively. In every county the department will appoint a conductor and an assistant if the county funds will admit of it, and county superintendents are requested not to employ more than two instructors. Twenty-five dollars are to be appropriated from the Territorial treasury for each week the institute continues. The objects of the institute are to help the majority of teachers, especially the country teacher. The institute ‘ ‘ is not a school, ’ ’ and academic instruction is not of the first importance. The teacher is expected to have acquired the matter; it is the method that he requires. In brief, the object is (1) to increase efficiency by giving (a) a distinct idea of the ends of education, (6) elementary knowledge of education as a science of teach¬ ing, (e) instruction in methods; (2) to secure greater uniformity (a) b^ discussion, (b) by professional co-operation; and (3) to correct prevailing errors. In a later circular (1S88) the department thanks the county superintendents and teachers for their support in carrying out its plan, and conductors and superintendents are advised to confine their work mainly to reading, arithmetic, language, physiology, and methods of teaching. The object of each lesson in drawing, which is also advised, is, first, to show its value; and. second, as the only available means at present to train eye and mind; “it will be the first step towards manual training.” TRAINING OF TEACHERS. 417 The number of fall institutes was eiglity-six, including twenty either not having an institute or not reporting. In the counties reporting there were 3,781 teachers, of whom o 832 (not including 43 of Turner County, which did not report number of teachers) attended an institute ; about 75 per cent. The meetings were also attended by 297 school officers. Eighty-five counties were to hold institutes during the spring of 1888, of whom twenty- seven if holding one, did not report. In the counties reporting there were 3,494 teachers, of whom 2,621 attended; about 75 per cent. At these meetings 276 school officers were Drcoviii* The cost of the fall course was $4,874; of the spring course, $4,480, a per capita in each case of about $1.70. Teachers ’ meeting. — The Educational Association of South Dakota met at Huron, De¬ cember 21 to 23, 1887-88. Of this meeting Superintendent Patterson, of Huron, says that, though small, it was the best in results ever held in Dakota, High school matters, as well as professional, appear largely to have occupied the attention of the meeting. The constitution of the association was amended in such a way to put the body under the direction of a council of twenty-one teachers. FLOBIDA. The course of the normal department of the recently established school at De Funiak Springs is of two years, each of two terms. No foreign language is taught, and nothing of algebra or geometry until the second year. Drawing, pedagogy, and methods of teach¬ ing appear throughout the entire course. “Our basis of classification is arithmetic,” says the principal, “and the advancement of the student in this branch will be carefully considered in the entrance examination. We therefore deem it well to state here spe¬ cifically that the applicant should possess a good practical knowledge of arithmetic through the principles of percentage, and the application of these principles to simple interest.” Teachers who desire to take the course of the school may complete it by attending three months each year, if they can not remain longer, and on completing the course thus taken by sections a diploma will be given to them of the same character as that given to graduates that have followed the course continuously. The work at the State Normal School for colored is reported as wholly preparatory. Institutes were held in thirteen counties, during a period of sixteen weeks. At each meeting a number of teachers from other counties were present. The work was carried on under the direction of a board of inspectors of five members. The principal instructor in his report remarks of their work: “While the attendance as a whole was not what we had hoped it would be, yet viewed in connection with the many extenuating circumstances we have reason to feel satisfied with it. * * * We were pleased to notice the increased favor with which institute work is now received by the teachers of the State. * * * In addition to this sentiment on the part of the teachers we find that the citizens generally are disposed to foster our work and to lend us the encouragement of their presence. This latter fact can not but result in good, for the trustees and patrons by attending these institutes will better understand what a teacher’s qualifications should be, and in this way it will come that only true merit will be recognized. As to the usefulness of these institutes in our school system there can be no question. In the first place, there are many persons engaged in school work who have received no special preparation for it, and whose means are too limited to permit them to attend a training school. These teachers receive in the institutes suggestions on the most approved methods of instruction and are thus enabled to incorporate them in their work. In the second place, by this means a uniformity in school-room work is secured throughout the State. * * * And lastly, but most important perhaps, these meetings attract attention to the schools and thereby stimulate that interest in education which is so much to be desired, and which could not be accomplished so well in any other way.” The cost of the institutes was $1,588. GEOEGIA. “There are, strictly speaking,” says Superintendent Slaton, of Atlanta,” no normal schools in Atlanta or the State of Georgia. We have a meeting of the teachers of our city schools every week to discuss methods, etc., and this is known as a ‘ teacher’s nor¬ mal class. ’ ” In his last report the same gentleman speaks of the meetings thus : 1 £ A gen¬ eral meeting of all teachers is held the first Saturday in each month. At this meeting institute work is done and the teachers are paid their salaries for the month previous. Essays on educational subjects are read by teachers previously appointed from the class; lectures are delivered by distinguished men not connected with the schools; and ques- 27 ED 418 EDUCATION REPORT, 1887-88. tions pertaining to methods of teaching and discipline are freely discussed. The three remaining Saturdays are occupied respectively by teachers of the high schools, 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 freely discussed. Too much stress can not be given to the importance of these normal class meetings. The best teachers are most punctual in attendance on them, and it is an evidence of weak¬ ness for the teacher to dislike or shun them. The meetings are held in the high school building from 9 to 11 o’clock on Saturday morning.” In his seventh annual report the supreintendent of Americus, Ga., speaks of the weekly meetings of the teachers of that city, under his direction, the white teachers meeting one week, the colored the next. “ The first year of my superintendency,” says the superintendent, “I explained and illustrated methods of teaching, having reference chiefiy to the work of the primary departments. The second year the teachers discussed English grammar in all its aspects. This last year arithmetic was studied and discussed theoretically as well as practically. Lessons are assigned to the teachers to prepare at home, and these lessons are rehearsed by them before the superintendent, in which he makes suggestions, or comments on defects in teaching or discipline which he may have noticed during the interval of two weeks preceding the meeting.” At Augusta the normal classes for white and colored teachers have met regularly, as provided by the regulations. The superintendent makes the lectures practical and bene¬ ficial. During the year the class was engaged with language teaching and school hygiene. Not only was the attendance of the public school teachers regular and prompt, hut a number of teachers in the private schools of the city joined the classes, and several who were desirous of qualifying themselves for positions in the public -schools. At Columbus each teacher is required in turn to prepare an essay-on some subject con¬ nected with school work, the subject being selected two weeks in advance and the class discussing the paper. Speaking of these meetings during the year, the superintendent remarks: “I think the teachers will sustain me when I say these weekly exercises were productive of great good.” Institutes. — The State superintendent reports a State institute'at Salt Springs, at which the attendance was about one hundred. In addition to this a series of institutes for colored teachers was held in an important part of the colored belt of the State. ILLINOIS. The city superintendent of Aurora has general charge of the normal training class of that city. He is aided by the principals and teachers in an endeavor to give the mem¬ bers the best practical course of training for the profession of teaching that can be given within the limit of one school year. Three distinct lines of work are followed: (1) A course of study including branches taught in the schools and also methods of instruction or theory of teaching;- (2) a course of reading under the direction of the superintend¬ ent; (3) practical work in the school-room a portion of each day in the different grades, under the direct supervision of experienced teachers. To accomplish the first of thesa the class spends an hour daily with the superintendent, from 9.30 to 10.30 A. H. The results of the course of reading are shown by an essay each month, read to the members of the class, by whom it is discussed and kindly criticised. To obtain experience — the third line of work — members of tbe class are assigned to different rooms, where they have opportunity to observe good models of instruction, to act as assistants in supervis¬ ing the silent work of pupils and in correcting papers, and to put theory into practice by teaching classes of hoys and girls. The members of the class are also called upon to act as substitutes, and are expected to attend the teachers’ meetings, of which there are two each week, one general and the other a special meeting of primary teachers to consider primary work. The course of study covers the studies of the common schools. The course of reading is on pedagogy, theory and practice of teaching, etc. It is assumed that those who enter the class have already attained sufficient proficiency to obtain a second-grade certificate. Speaking of “our supply of teachers,” the city superintendent of Belleville remarks: “ Not only natural aptitude for teaching, but also extensive scholarship are necessary equipments for the teacher who would be successful in his calling. * * * Some of the young ladies who graduated from our own schools have succeeded well as teachers, yet * * * it is very desirable that after graduating they should acquire greater maturity of judgment, and that they should pursue their studies for several years at some State normal school. * * * Young ladies who have thus prepared themselves for their work should he elected in preference to those who have neglected this prepara¬ tion.” At Quincy the teachers convened once in each month during the year. At these meet¬ ings papers were read and discussed on methods, order, etc., classes being in attendance TRAINING OF TEACIIERS. 419 to illustrate methods of instruction. “The meetings,” says the superintendent, “were generally fall ol' interest and useful to the teachers.” Inutilities. — It is believed that an institute is held in each county of the State annu¬ ally usually during July or August, aud lasting, oil the average, about ten or fifteen days. Thus a list of one hundred and one county institutes, to be held during the sum¬ mer of 1888, is published in the Illinois School Journal for June, 1888. The confer¬ ences held by the State superintendent from May 4 to 22 were attended by about eighty county superintendents. At these meetings, held at various places, the syllabus for institutes received considerable attention. This syllabus was prepared by the State superintendent and a committee of the State Association of County Superintendents. The heavy orders for it, ranging from one hundred to four hundred, would seem to indi¬ cate a general desire to use it. It is more particularly referred to, page 383. Teachers' meetings. — The Southern Illinois Teachers’ Association convened at Chester, August 23, 1887. Among the features of the meeting was the public graduating exer¬ cises of about sixty persons who had completed the work of the Reading Circle. Reso¬ lutions were adopted urging teachers to join the Reading Circle, that the county super¬ intendency be divorced from politics, and that the township be the geographical unit of the school system. The thirty-fourth annual meeting of the State Teachers’ Association was called to order December 28, 1887. The committee appointed to report upon the president’s an¬ nual address recommended the following points as worthy of special consideration: As the object of the public schools is to make honest, intelligent, and upright citizens, the State has the right to demand this, and teachers should be alive to all improvements in their profession that will foster it; the county superintendency should be open only to those who have attained to “eminent success in the teaching profession,” and the office should be removed as far as possible from politics; the course in country schools should be uni¬ form; the teacher’s tenure of office should be for three years; school districts should have the same boundaries as the township; and finally, that district and normal institutes should be held during the summer vacation, and that they have a special department devoted to work that will aid the teachers in the country schools. A department of higher education was established, the work of the State Reading Circle endorsed, and all efforts to teach the correct through incorrect, syntax through false syntax disapproved. The association made quite a point of the last. The language used is “that no false syntax, either written or spoken, should be allowed to exert its influence on eye or ear. 5 ’ The meeting lasted two days. The association of county superintendents held its annual meeting also on the 28th of December. In the morning session a discussion of the new institute law showed that different views were held as to its value. In the afternoon session the institute question was again up, under the caption, “State Organization of Institute Work,” the essayist insisting that the county superintendent should conduct his institute. In another paper a uniform course of study for institutes was advocated, and those who attended them divided into two classes — those of large experience and good scholarship, whose work in the institute should be largely professional, and those of feeble scholarship and little ex¬ perience, who should be trained in methods and be subject to regular school-rcom dis¬ cipline both as to order and study. It was recommended by the association: That the district conferences of State super¬ intendent with county superintendents be continued; that no one be employed as con¬ ductor or instructor in institutes who does not present documentary evidence of his ap¬ proval as such conductor or instructor by the State superintendent, and that there should be an immediate revision of the syllabus of instruction prepared some time ago for the guidance in the work of county institutes. The session was closed with ‘ * the most impor¬ tant question that could command their attention,” A Better Organization of the Edu¬ cational Forces in the Rural Schools. About one-half of the county superintendents were in attendance. The editor of the Illinois School Journal, though commenting rather caustically on the proceedings of the association at this meeting, acknowledges that * ‘ the action taken looking to the improvement of the county institute is alone worth the time and expense of the meeting.” The Central Illinois Teachers’ Association held its fourth annual meeting at Gales¬ burg, March 16 and 17, 1888. The spring meeting of the Northern Illinois Teachers’ Association, held at Sterling, April 27 and 28, 1888, was well attended ; the association appointed a committee to investigate and to report upon the teaching of English in sec¬ ondary schools. This committee has sent out a blank entitled, 1 1 Report cn the Study of English in the High School, ” to about three hundred schools, asking that it be filled and returned. Besides these associations many others exist in this State; county associations of teachers abound, and there is an association of State principals, and finally a school¬ masters’, and, established within the last few months, a school-mistresses’ club. The 420 EDUCATION DEPORT, 1887-88. purpose of the schoolmasters’ club is the discussion and advancement of education in the State of Illinois. The methods of investigation will be informal. ‘ ‘ There will be no display of oratory nor of rhetoric, and woe will betide the man who undertakes it. * * * The club is organized for the discovery of truth. * * * It is in no sense a ‘ mutual admiration society,’ but proposes to sift every deliverance to the bottom.” Superintendent Butler, of Beardstown, who is favorably disposed towards manual train¬ ing in the school (see his report, Chapter XV) was the target for questions at the second meeting, held at Peoria, April 14, 1888, and he acquitted himself well. “ A good be¬ ginning was made towards a scientific investigation of this problem.” The first general meeting of the schoolmistresses’ club was held at Bloomington on May 11, 1888, with an attendance of about fifty. The aims of the club were set forth, and ajb the evening session it was determined to augment the educational powers of the State by establishing a woman’s state teachers’ association. The call for the organiza¬ tion of the club was based on: (1) The necessity for increased interest in profession work among women; (2) the advantage of interchanging thought and experience among teach¬ ers in the lower grades; (3) the desirability of a more direct communication between the rank and file and the State superintendency. INDIANA. On the 9th of April, 1888, the State Normal School building and its entire contents were destroyed by fire. The loss from this disaster was $225,000. About $5,000 has been expended since for furniture, books, etc. , and a new building will probably be ready for use in September, 1889. The city of Terre Haute has recognized its obliga¬ tions under the law and the contract with the State to bear one-half the expense of re¬ pairing the structure, the city council appropriating $25,000 to aid the work. Addi¬ tional appropriations will be made as it advances, and it is probable that in a few months the site of the former building will be occupied by a new one in nowise less perfectly adapted to the growing needs of the institution. Until that time the Normal School is carried on in the quarters now occupied in the city high school building. The superintendent of the Warsaw schools has a class in pedagogy, which includes five more than his full corps of teachers; nineteen in all. A teachers’ reading-room has been provided, and an appropriate library is contemplated. Teachers’ Associations. — The thirty-fourth annual meeting of the State Teachers’ As¬ sociation was held at Indianapolis, December 28, 1887. The retiring president, in the course of his remarks, said: “Some of our best school laws have been suggested by this association. The county superintendency, the township institute, the Indiana Reading Circle, have been suggested by the association. The spirit of the profession has been uplifted by it more than any other agency I can think of. The younger members will find it in a condition of active service, and we hope they will take hold and help us along with it, and make it more and more useful as the years go by.” In his address on ‘ c Needed Changes in the School Economy of Indiana, ’ ’ Professor Wood- burn, of Indiana University, spoke of the demand for the re-establishment of the old township libraries by reason of the activity of the Indiana Reading Circle. Since the act of 1867 the libraries have fallen into disuse and their books scattered. Provision should be made for collecting these volumes and the law establishing libraries re-enacted. Text¬ books should not only be uniform but free. 1 1 The free text-book system has passed the experimental stage and is now an established fact. ’ ’ The office of teacher and of county superintendent should not be political. The association adopted a series of resolutions calling for the re-establishment of the township libraries and a small annual tax to sup¬ port them. A standing committee on “school legislation” was appointed, for the purpose of annually presenting to the Legislature matters of educational importance. Mr. Alderson, in his article on “ Educational Psychology,” would divide the educators of the day into three classes — those having no adequate comprehension of their profes¬ sion; those who pretend to be informed in psychology; and those who think that psy¬ chology has no connection with education. ‘ ‘ The teacher should follow the example set by scientists, and without attempting to grasp the unknowable, push into what lies im¬ mediately before him.” “The constant struggle in education,” he continued, “is to help the child make the ideas in his own mind real to others. * * * At the very basis of all subjects of study lie the principles of association of ideas; in it lies the solu¬ tion of the much mooted questions of pedagogy. The laws of association underlie the whole field of modern scientific psychology, and form the central figure of true educa¬ tional psychology. ” Superintendent Hailman, of La Porte, addressed the association on “The True Test of Excellence in a School System, ’ ’ the paper causing considerable discussion. In her paper on the question “Should the Teacher be an Investigator,” Miss Martin, of Indianapolis, urged the association to make a special effort to encourage scientific observation and in¬ ference in the school, since it is the method of our own time. The association passed resolutions favoring a compulsory school law, a non-partisan TRAINING OF TEACHERS. 421 administration of the school system, the establishment of a children’s State reading circle, and expressed its sense of duty to increaso the elliciency of the profession in the State. The association has five sections, viz: the County School and Village Section, the High School Section, the section of Institute Instructors, the Indiana Academy of Science, and the Indiana College Association. The Institute Instructors’ Section had two papers on insti¬ tute work before it. The first, ‘ ‘ Educational Science as it should be Taught in the Publio Schools,” may be divided into three parts, the manner of conducting an institute as a meet¬ ing, a consideration of education as a science, and the presentation of this science in the institute. For the meeting place a school-house is better than a court room, public hall, or church, which have neither the apparatus nor the “atmosphere” of a school. The meeting should begin promptly on Monday. Two instructors should be employed, and six, at most seven, daily lessons of forty minutes each is all that should be given. Cer¬ tain definite lines of thought should be adopted on Monday and carried through the week, thus giving opportunity to present a series of connected lessons. It should be understood that the county institute is a professional meeting, entertainment being in¬ cidental, and that it is not a place for academical work. The professional features are the history of education, the science of education, methods of primary instruction in the various grades, school management, moral instruction, and psychology. Education is not a science in the sense that arithmetic, algebra, etc. , are sciences, for “it lacks the inherent necessity which makes these subjects pure sciences. * * * It is held that education is a science in the view that it is possible to ground all the work of the school room on rationally determined principles. The processes and all the con¬ crete work of the school instruction, management, discipline, class manipulation, all rest on principles. These ideas, generalizations, reasons, principles, when brought together and organized into coherent form, constitute the science of education. ’ ’ This science considers the subjects of study in the school in three related aspects; first, the educational value of each; second, the true order of sequence among the studies of the course; and third, the methodology appropriate to the different stages of each. As to the manner of presenting the body of educational doctrine constituting the science of education in the county institute, so that the mass of common-school teachers shall be able to grasp it and base their actual work upon it, several considerations are put forward. In the first place, a week of work in an institute is not sufficient for the purpose. The works of Locke, Rousseau, Pestalozzi and of Herbert and others must be studied to the bottom to accomplish that. Again, ‘ 1 the science of education does not deal with receipts, prescriptions, and rules; it sets forth ideas, general judgments, rea¬ sons, principles. It must do this in the institute; do it, to be sure, in the best way suited to the conditions existing. This is to be done by clear presentation, by frequent repeti¬ tion, by numerous examples and fit illustration which lie within the observation and ex¬ perience of those addressed.” In conclusion, the speaker said: “If education is ever to become a profession, it must be through the principle on which it rests.” The other paper was on a “Rational Method in the County Institution, ” which re¬ lated to method, “a way of reaching an end by an organic series of steps,” as enabling the teacher, while facing the distracting and perplexing details of her work, to see the or¬ ganic relations of all the parts in the process, and thus to order and direct effectively everything to one end. The first “union meeting” of the superintendents and teachers and the Northern Indiana Teachers’ Associations convened at Logansport, March 28, 29, and 30, 1888. Several resolutions were adopted recommending that the appointment and retention of teachers should be a non-political matter, indorsing the work of the Teachers’ Reading Circle, and approving the formation of a Children’s Reading Circle, and finally voting to consolidate the two organizations under the name of the “Northern Indiana Superin¬ tendents’ and Teachers’ Association,” holding an annual meeting. The eleventh annual meeting of the Southern Indiana Teachers’ Association met at Columbus, April 4, 1888. The association passed resolutions approving the Children’s Reading Circle, urging a non-partisan administration of school affair’s, and a thorough preparation of teachers for their work. This was ‘ ‘ one of the best, largest, and most enthusiastic meetings ever held by the association. ’ ’ The seventh joint convention of Ohio and Indiana City Superintendents was held at Union City, Ind., December 15, 16, and 17. The “round-table talks” were about teachers, pupils, and courses of study. IOWA. A normal department, having three male and three female teachers, has just been opened in Drake University, under the supervision of an experienced teacher of many years’ standing. The training school of Council Bluffs has been suspended until the com¬ pletion of a large building now in course of erection. 422 EDUCATION REPORT^ 1887-88. Institutes. — The statistics printed in the Iowa Normal Monthly show that institutes were held in ninety-sis counties during the year, with an attendance in eighty-eight of them of 16,407, with five hundred instructors. The editor of the same journal remarks of these meetings as follows: “During latter July and the month of August fifteen thousand Iowa teachers will meet in normal institutes, and come under the influence and teaching of experienced and excellent instructors. * * * Every teacher in attend¬ ance at the institute should make it a season of educational quickening, of renewing zeal and enthusiasm, of gaining new ideas, of getting hold of better methods and ways of work, and of acquiring a broader view of the teacher’s whole business. For board, trav¬ elling expenses and tuition, and examination fees, it costs the teachers of Iowa not less than $200,000 to attend the institutes.” To each institute there were, generally speak¬ ing, five or six instructors. The subjects of study were arithmetic, geography, language, physiology, history, reading, algebra, etc., and didactics. Teachers’ associations . — The thirty-second annual meeting of the Iowa State Teachers* Association took place at Cedar Rapids, December 27, 28, 29, and 30, 1887. The enrol¬ ment was 420, the attendance fully 500. The association expressed its views in the usual form of resolutions. The subdivision of townships was pronounced an evil, and uniformity of text-books urged. The School-Masters’ Round Table of Eastern Central Iowa met at Marshalltown, Oc¬ tober 13 and 14, 1887. The discussions of this body are all informal. The first subject considered was, “ Course of Reading for High School Pupils,” the outcome of which was the appointment of a committee to report to the next meeting a list of books for a course of critical and collateral reading in high schools. Concerning “ Overwork in Schools,” the members, consulting their experience, came to the conclusion that the charge is without foundation. The ‘ ‘ Means of Holding Pupils in School ’ 5 was consid¬ ered to be special courses, if the conditions of the school permit. ‘ 1 What a pupil in the different grades should know or -be able to do” was also discussed. The spring meeting of this body was held at Cedar Falls, April 5, 6, and 7. The assembly came to the conclusion that all random exercises should be excluded from the rhetorical exer¬ cises of the primary grades, and a definite idea be kept in view as the inculcation of a sentiment or the teaching of the facts and lessons of a life. In the grammar grades they thought that the rhetorical exercises should be conducted by societies of pupils, who should choose their own officers and' programme. Elocutionary exercises for the pur¬ pose of effect they condemned, though favoring the appearance before the public of every member of a graduating class with an original exercise, an essay, or oration. Taking the topics presented in Robinson’s complete arithmetic as a basis, the committee ap¬ pointed to report on the omission of topics reported as follows: Give little special atten¬ tion to short methods; omit circulating decimals, annual interests, savings banks, stocks, bonds, etc.; exchange, foreign and domestic; arbitration of exchange; equation of payments; averaging of accounts; allegation medial, allegation alternate; arithmetical progression; geometrical progression; similar plane figures; similar solids; gauging; metric system; present worth. “Promissory notes, partial payments, and bank dis¬ count should not be greatly emphasized, if taken at all. ” A meeting of the county superintendents was held May 8 and 9, at which the subject ofteachers’ certificates received considerable attention. KANSAS. The contest between appropriations for new buildings and increasing demand for ad¬ mission is well exemplified in the case of the State Normal School at Emporia. In the same report that chronicles the completion of an additional wing — erected at a cost of $25,000 and almost doubling the size of the building — is added: “But with the increase in accommodations and the consequent ability on the part of the faculty to do more and better work comes a corresponding increase in the number of young men and women. ’ ’ Of the four hundred and seventy-five students of the school that gave the information, about three hundred stated that they had had some experience as teachers in the public schools, sixty having taught five or more years and several from ten to sixteen. The class of 1888, containing forty-one members, averaged twenty-three years as to age and two years of teaching as to experience. Nothing, says the president, has done more to popularize the school than the payment of mileage. It brings the school within reach of pupils in the most distant parts of the State and still keeps the expense as low as if they lived near. He also urges that provision be made for preparing special teachers of drawing, science, reading, and language, and that manual training be introduced. Institutes. — During the summer of 1887 the Office has record of sixty-nine institutes which were to be held, but no further information. Teachers’ associations. — The Kansas Teachers’ Association convened at Topeka, Decem¬ ber 27, 1887, and discussed a variety of subjects connected with the profession of teach¬ ing and the studies of the elementary and academic grades. Among the several resolu- TRAINING OF TEACHERS. 423 tions reported was that commending tlio reading circle; that expressing a “sense of the practical inequality of our present taxing system, which brings peculiar hardships in educational allairs, ” and asking the legislature to remedy the evil; and those urging the establishment of county high schools and the grading of rural schools. These last were adopted, though the resolution relating to county high schools created a stormy discussion. The North-western Association met at Osborne, November 21-2G, 1887. The members expressed their views in resolutions to the effect that normal institutes should be clas¬ sified and graded and that the graduating system be introduced, and life certificates be granted when the course is completed; that the county be made the unit for tax levies lor school purposes; that text-books be made uniform throughout a county. The South-western Kansas Association of Teachers met at Wellington, in Thanksgiving week, with about two hundred and ninety teachers and twenty normal scholars. The Central Kansas Teachers’ Association, which had held a preliminary meeting at Lyons, March 23, 1887, perfected its. organization in a later meeting at Great Bend, No¬ vember 25 and 2G of the same year. Over one hundred teachers and several hundred citizens were present. KENTUCKY. There is no information as to the new school for colored pupils mentioned in the last report of this Cilice. “We want in this State,” says the editor of the Educational Conran t, of Louisville, “real, genuine, veritable normal schools, and can do little to¬ wards advancing the standard of professional training until we secure them. We showed some months ago what constitutes a normal school, and our article was copied in nu¬ merous papers and highly commended. The main point we made was that such a school must prepare teachers both theoretically and practically, and that a school which does not do this is no normal school at all.” “ Compel the Agricultural and Mechanical College,” continues the editor, “to estab¬ lish a model school, and give us at least two more normal schools, one in the eastern and one in the western part of the State.” Institutes. — “We are not sure,” says the above-named journal, “that every county in the State holds an institute. Who can tell us ?’ ’ Consulting the pages of this periodi¬ cal for 1887-88, it appears that there were at least twenty institutes, generally lasting for three or four days, and thirteen meetings of county teachers’ associations, live of which were meetings of organisation. Judging from the recurrence of a resolution passed at these meetings that the salaries of the teachers he paid more regularly, it may be inferred that some hardship had been experienced, which the new law has in all prob¬ ability removed. The provisions of this law are in substance as follows: Each county superintendent shall on the first Saturday in October, reckoning school months of twenty days, pay the amount due each teacher of a common school, for the month or months completed, * * and thereafter the county superintendent shall on the first Saturday of each calendar month pay the salary due each teacher of a common school for the previous school month. The new laws or amendments, as they are technically called, to the “common school laws,” also make it the duty of county superintendents to organize and hold annually a teachers’ institute “ for the normal instruction, improvement, and better qualification of the teachers of the county;” the institute to last five days (previously it need last but four), and is to be held in July, August, or September. The State board is to prepare and place in the hands of the county superintendent, not later than June 1, a programme of the work of the institute and a syllabus of each subject of the common school curriculum, this programme and each syllabus to be furnished to every member of the institute. Neglect to perform these duties on the part of the county superin¬ tendent is punished by a fine of fifty dollars. Teachers and these intending to teach during the year are required to attend the full session under penalty of having their certificates (in the case of teachers) revoked. Teachers’ meetings. — The State Teachers’ Association met at Mammoth Cave, and con¬ tinued in session for three days. In his address the president remarked: “Three things in the theoretical organization we have been carrying out more fully the past year than before; these three things I strongly urge upon the attention of the association, and com¬ mend to its practice: “ (i) The district organizations. There is where the work has been done’ most effect¬ ively, where it will continue to produce the best results. The coming together, even twice a year, of a few earnest, hopeful, working representatives from the several coun¬ ties comprising a district, and the opportunity thus afforded for a comparison of condi¬ tions and experiences; for mutual support and encouragement; for devising of means to 424 EDUCATION REPORT, 1887-88. make work more effective by making it more united — all these make the district asso¬ ciations most productive of helpful results. “ (2) A great weakness of the association has been and is the lack of money. But more money has been used by us in the district associations this year than in any year since I have been a member. But we have only begun. There should be in the dis¬ tricts some definite, well-understood means of raising money, to be used in paying the expenses of special speakers, of printing, hall rent, etc. I earnestly recommend and urge some action upon this all-important point by the present assembly. (3) The use of the press has never been, and is not yet, as frequent or as wide-spread as it should be. There is no other means of keeping our work constantly before the peo¬ ple so effective as the use of the press, and especially the country press. Our district meetings, while powerful in their influence upon teachers, yet have very little direct in¬ fluence upon the non-teaching population, because very few who are not teachers attend them. But the village or county paper is read by the very citizens whose interest we must secure — whose influence must be won to our side.” Observing that the Courier- Journal had called the meeting a “convention,” the presi¬ dent said he accepted the name and would frame a platform the third plank of which was, “We demand uncompromising prohibition of politics in educational matters; favor¬ ing a thorough civil-service reform upon the basis solely of competency in filling all edu¬ cational offices.” The Colored Teachers’ State Association met in Richmond, July 3-5, 1888. A new feature was the introduction of institute work. The association passed several resolu¬ tions, among them one calling for Federal aid to education, another expressing satisfac¬ tion with the recent action of the Legislature as to the payment of salaries, qnd still another condemning a frequent change of teachers, particularly in country districts. LOUISIANA. Other than the reported suspension of the Peabody Normal School there are no changes or matters of importance to report of institutions. The “ act in relation to free public schools and to regulate public education,” adopted during the last session of the Legislature, contains several important provisions re¬ specting the training of teachers. The parish superintendent is permitted to assem¬ ble the teachers in an institute on the first Saturday of each month, the teachers failing to attend- forfeiting one day’s pay. It is further provided that other institutes may be held when authorized by the board of education, such institutes to be held between the first day of April and the first day of October, in some town centrally located. Touch¬ ing the city of New Orleans, which is not subject to the parish institute law, the board of directors of the parish of Orleans may establish one or more normal schools as departments for the professional training and improvement of persons desiring to be¬ come teachers. The State held eight Peabody scholarships during the year at the Peabody Normal College at Nashville, and two thousand dollars were given by the Peabody fund trustees for normal schools. Institutes and educational meetings. — One thousand dollars were appropriated by the Peabody Fund trustees for institutes. Of the meetings, however, the Office has no in¬ formation. The State Educational Association held its annual meeting August 23, 24, and 25, 1887, at Shreveport. In his address the president said that one of the purposes of the meeting was to create a desire to combat ignorance, that is undermining the happiness and prosperity of the State. “Such being our purpose, let us during these two days’ session act wisely and harmoniously, and let the results of this conference of good people in behalf of our children be as practical as possible. The papers that will be read have been prepared with but one view — that is, to strengthen the work already begun by enlisting more Mends into active sympathy with those already in the work. We must have every man and woman actively engaged in this great work. The few have attained some success, but the many will accomplish all. ’ ’ In their resolution the members indorsed national aid to education and the work of the State Normal School, saying ‘ ‘ we specially indorse the works and aims of our State Normal School and declare that, in our judgment, it has accomplished and will accom¬ plish great good for the cause of education; and it will be a grievous mistake and injury if the people of this State do not continue to support and encourage these institutions, not only by making ample appropriations therefor, but also by encouraging and applaud¬ ing its professors and giving remunerative employment to its graduates.” In another resolution the association “indorses the education of our colored popula¬ tion as necessary, just, and wise; ” but is convinced that the races should be instructed in separate schools, and that a school of the higher order should be established in north¬ ern Louisiana, where no institution for the training of colored teachers exists. TRAINING OF TEACHERS. 425 The second annual convention of the Louisiana Superintendents of Education met at Baton Rouge, in the early part of February, 1888. Mr. Chambers, of New Orleans, in an address upon “Some Educational Needs of Louisiana” remarked that the most vital question affecting the future of the State is education; their meeting was a proof of this. In a few days the Legislature would convene and a convention of parish superintend¬ ents was of special significance and importance. Let the convention then definitely for¬ mulate the needs of the State educational system, and unanimously and emphatically express them to the law-makers. The speaker would group the need of the State under three heads, financial, of system, and general. In short more money was needed, a bet¬ ter system and public sentiment, and, finally, better teachers and more “State educa¬ tional institutions. ” We cannot follow here this fine address in its elaboration of the three topics of dis¬ cussion, but it is necessary to say that among the additional institutions required was the establishment of a colored State normal school outside of the city of New Orleans, a long recognized necessity. The matter of obtaining better qualified teachers is hard to deal with, the speaker said, the difficulty lying in the low salaries paid and the short¬ ness of the term, but it seemed to him that it should be optional with the parish super¬ intendent whether he should employ “fifteen first-class teachers nine months in the year, teaching in forty-five schools or employ forty-five good, bad, and indifferent teach¬ ers three months in the year in these same forty -five schools. ’ ’ To educate the public one column of paper in each parish should be devoted to matters touching local school inter¬ ests. The superintendents then gave an account of the work in their respective parishes and a new law to be brought before the next Legislature was gone over; section after section being discussed and accepted, amended, or rejected. Important changes in the school law were the outcome of this meeting, making it one of the most important in large and immediate results that has occurred during the year. MAIXE. At Biddeford the superintendent meets the teachers once a month, when the various interests of the schools are discussed and improvements suggested. In a history of the schools of Portland, published with the report of the city school system for 1887-88, the origin of the “Training and Practice Class” is thus given: ‘ ‘ In his first report. February 23, 1878, Superintendent Thomas Tash recommended ‘the establishment of a practice class for training graduates of the high school in meth¬ ods of teaching before they enter upon their work ’ as teachers. Such a class was estab¬ lished on Spring street under the care of Miss Sarah M. Taylor as principal, in Septem¬ ber of that year. Eight young ladies were admitted to the class, under whose instruction and charge were placed the primary classes in that school. The pupils of these classes are as well instructed as in other primary schools, at the same time eight or nine young ladies are yearly becoming well trained as teachers. In 1886, forty-eight of the female teachers in the city were graduates of the Portland practice class and their work shows the value of their training in the practice class.” The sixth annual session of the Maine Pedagogical Society was held at Augusta, De¬ cember 29, 18S8. The president advised more attention to manual training in the schools as a means to improvement in industrial, intellectual, and moral worth. As re¬ spects language. Professor Chapman, of Bowdoin College, said that the teacher’s bus¬ iness is first to furnish the child a vocabulary which he can understand; next, to direct his thoughts to the laws and usages of language; then, to study it with reference to its capabilities for expressing thought, and finally to bring out the elementary principles of logic. Professional reading was treated by Principal Cortheli, of Gorham, who urged that in professional reading for teachers books on physiology and psychology should be prominent. As to “What and how much teaching of science in common schools should be undertaken,” Professor Harvey, of the State College, said that the observant facul¬ ties being the dominant ones in childhood, they should be especially cultivated. And as the biological sciences require no costly apparatus or large cabinets, he thought that through these sciences an interest in biological studies might be awakened and made instructive under proper teaching. Other topics were, “Expression as a means of culture,” “Educational advantages of Latin studies,” “The place of the seminary in the Maine school system,” and “ Civics as a means of study in the line of civil government,” this last aiming to have a class that is studying the government of a country personate that form of government as far as possible; hold a town-meeting after the public form and method; study postal laws till they are fairly understood ; discuss congressional acts in compositions and debates, and make the subjects gone over in this way as nearly life-like as is possible. 426 EDUCATION REPORT, 1887-88. MABYLAND. In tlie report of the city superintendent of Baltimore that officer observes: “ I feel it to be my duty to call your attention again to the importance of establishing a training school for teachers. * * * A school of this kind is recognized by educators to be an indispensable adjunct to a good school system, as it both trains those who are to teach in the theory and practice of teaching, and rejects those who have no aptitude for such work. * * * The cost of such a school would not be great. * * * One princi¬ pal lady teacher and an assistant would be sufficient to take charge of the school at first. The salaries of the teachers, together with the cost of books and of fitting up the rooms, would be the entire expense, which, altogether, would not exceed three thousand dollars. * * * It is earnestly hoped that a school of this kind maybe speedily organ¬ ized upon the most economical and serviceable basis. The cost of establishing and main¬ taining it will be amply justified by the increased efficiency of the system, secured by providing this method of selecting as teachers those only who are well qualified in ail respects for the work of instruction. ’ ’ Teachers’ associations are recommended by the president of the Baltimore board of school commissioners as of special value to those who are conscious of their want of ex¬ perience and become discouraged unless advised and assisted by those who are familiar with their profession. In addition to the general association, of which all teachers are entitled to become members, and which holds its monthly meetings for the consideration of matters per¬ taining to their professional work, there is also a “beneficial association,” whose bene¬ fits are for those members who need personal attention or pecuniary aid during sickness. The object is to provide a fund for the assistance of those who cannot perform their duties, and in case of death to give a sum of money to the family of the deceased. Any teacher may become a member upon paying an initiation fee of one dollar, and an an¬ nual fee of three dollars. During the last year there were 334 members and three deaths. The amount expended for benefits for sick members was §677, and the amounts paid to families of deceased members, §902. Since its organization in 1877 the amount paid out by reason of sickness has been §7,123, and on account of death, §6,8S0. The association is controlled by a board of directors, who are selected from the different grades of the schools, who visit and relieve the sick, and gratuitously perform other services. From July 17-20, 1888, the Maryland State Teachers’ Association and the West Virginia Educational Association met in joint session at Mountain Lake, Md. In his address of welcome the Hon. N. W. Hoffman, of Cumberland, referring to the peculiar character¬ istic of the joint meeting, said: “There is, too, in this first joint meeting of these two associations a special and peculiar suggestiveness. West Virginia and Maryland are not sisters merely in the sense that they are members of that numerous and eminently re¬ spectable and respected family which constitutes the Republic of the United States of North America. Close as should be and close as is, in fact, that relationship, yet are they more nearly akin than that. They are contiguous, adjoining, neighboring States. There is, therefore, a greater difficulty, a species of elbow-kinship, so to speak, such as implied in that familiar and expressive old Anglo-Saxon word neighboring. In other words, there is a sort of geographical union or territorial intermarriage in the case. * * - The introduction of the free school system into each was so nearly simultaneous and so simi¬ larly circumstanced that they may fairly be said to have been of twin birth and origin. Both are yet in their infancy, each of them numbering less than a quarter of a century of existence.” Mr. Willey, of West Virginia, after referring to the cosmopolitan character of educa¬ tional work, sajd that there are two things that the meeting could agree upon: (1) That the battle against ignorance should be broader and bolder and more comprehensive; that we should beat down the boundaries of prejudice that environ the work of education — prejudice against physical culture, against manual culture, prejudice that would dis¬ criminate between the sexes in culture. (2) That there shall be a more generous and j ust compensation to the toiling, weary teacher who is in the front of the battle against ig¬ norance. The subject of manual training being up, one essayist would define it as meaning training the hands for future activity, and as valuable for (1) the bread-and-butter argu¬ ment; (2) its educational feature; (3) its discipline; (4) its moralizing influence. Mr. Anderson, superintendent of the Wheeling city schools, objected to such training as “impossible, unpractical, distracting, and doing no good.” Secretary Newell, of Marys land, in discussing the subject of free text-books, would have them as free as desk- and blackboards. Pens and ink are not free in some Maryland counties. In treating of the subject of arithmetic, one speaker maintained that there is too much arithmetic taught in the schools. In discussing the subject of county superintendency, the principal of TRAINING OF TEACHERS. 427 the Hainesville (W. Vn.) schools stated that a thoroughly qualified superintendent could not be got by election. The convention adopted a resolution appointing a committee of five to attend the meeting of the edncational associations of Maryland, West Virginia, Pennsylvania, and Kentucky, and report at the next meeting of their respective .associations, and inviting the above-named associations and others to send delegates in like manner to the meetings of “our association.” A committee was appointed to consider tho means of organizing a Maryland State Teachers’ Reading Circle. MASSACHUSETTS. The report of the city superintendent of Fall River contains a succinct account of the development of the Teachers’ Training School of that city. As it undoubtedly illus¬ trates the genesis in other cities of schools for the same purpose, the remarks of Super¬ intendent Connell are given somewhat fully: “From the time of the establishment of our high school, in 1849, to that of our train¬ ing school, in 1S31, teachers for our schools, especially females, were almost exclusively chosen from the graduates of our high school. Before receiving an appointment they were required to pass satisfactorily an examination in the various branches they were expected to teach. No professional training was given or required of them, except for a few years, when the normal department, so called, was added to the school between the dates above mentioned. The course of study for this department consisted simply of a review of the common English branches for one year by the members of the graduating class who expected to become teachers. By this change in the course of study the com¬ mittee recognized and emphasized the importance of normal or professional training for teachers. No attempt, however, was made to teach the science of education, nor was any opportunity afforded to practice the art by members of the class. 4 ‘ In process of time this normal instruction in the high school was discontinued, and although the graduates were urged to take a course of training in the normal schools in the State, but few did so, after graduating, because of the additional time and expense involved. “Teachers, however, were selected, as before, from the graduates without professional training, provided they had passed the examination required. The few who attended and graduated from normal schools, however, were given the preference on account of their larger experience and professional skill, in the appointment of teachers. “ The normal schools now established in the State come far short of supplying the demands made upon them from the different cities and towns for trained teachers, and because of this fact the larger towns and cities have very generally established 4 4 train¬ ing schools” of their own in which instruction in the theory and practice of teaching is given. 44 Our training school was established in 1831. Its purpose is to give the graduates of our high school and other persons of equal attainments in the city desiring to become teachers the advantages of a professional training in the science and art of teaching, so that they shall be the better fitted to discharge properly the duties of the school room. From 1881 up to June, 1887, 166 persons have entered as pnpil-teachers; of thesel57have been graduated, 118 have taught in this city and other towns, and 97 are now teaching in our schools; doing excellent service for the city. ******* 44 Without doubt the graduates of this school make better teachers because of the train¬ ing they have received than they possibly could have made without it. It should be said, however, that an element of weakness begins to show itself arising from the practice of allowing all the graduates of the high school desiring to become teachers to enter as pupil-teachers, simply because they are graduates, whether they possess the necessary physical and mental qualifications to become good teachers or not. My opinion is that we have pursued thi3 course as long as it is wise or profitable, and in its stead I recom¬ mend that pupil-teachers enter by examination. In order further to guard our teaching force from accessions to its number of persons poorly qualified, I recommend that the graduates of the training school be required to pass a satisfactory examination before their names can be put on the list of approved candidates for the position of teacher. 4 4 In my opinion also it would be beneficial if occasionally a teacher of marked abil¬ ity could be procured from some other place to teach here in a grade in which she has ^manifested special strength and fitness.” Boston. — “The only school whose course of study has not been revised the past year is the normal school, but it3 time must soon come,” says the superintendent. “When the kindergarten shall have become an organic part of our school system the need will exist for a number of well-trained kindergarteners. These ought to he persons not only practically familiar with the ways of kindergartens, but also well versed in the princi- 428 EDUCATION REPORT, 1887-88. pies of education. This last, indeed, should come first; and the future kindergartener should he, first of all, a graduate of the normal school. The special instruction to fit her for kindergarten work should be the general instruction that the normal school gives. 7 7 ‘ ‘ This means a graduate course for kindergartens, and when this change is made, it is befitting that one long discussed the extension of the normal course from one year to a year and a half, be also made.77 Cambridge. — In speaking of the rather unique experiment instituted in 1884, of devot¬ ing a school having the several grades of the public schools to the training of inexperi¬ enced persons who in other respects were properly prepared for professional work, the superintendent says that with only one or two exceptions the thirty some odd ladies trained in this way have become successful teachers, and the expectations in regard to the school in this respect have been fully realized. A doubt was entertained at the time of inaugurating the experiment whether the pupils„taught by these novices would be as well taught as those attending the other schools. This objection, however, was met by claiming that the inexperience of the young teachers would be fully compen¬ sated for by the experience of the principal of the school and his assistants, and this the results of three years7 actual work have shown to be true. Stoneham reports monthly meetings to discuss methods of teaching and discipline, to consider different ways of surmounting obstacles in the teacher’s daily path, to review educational work, and otherwise promote the professional character of the teaching body. Occasionally meetings have been held devoted to the work of a particular grade, and these have been more popular and, as the school committee would say, more profitable than the general meeting in which few of the teachers can be induced to take an active part. During the year the teachers of Athol organized for the purpose of holding teachers7 meetings, several of which were held. At their last meeting for the school year the members were addressed by a member of the Bridgewater Normal School, who spoke on “Teaching of History in the Public Schools.77 The Office has information concerning the meeting of teachers of Essex, Hampden, Middlesex, and Norfolk Counties. At these meetings questions of professional interest were discussed. They last for one day only. The Martha’s Vineyard Summer Institute held its annual meeting from July 16 to August 17. This institution, the oldest of the summer schools, it is believed, is char¬ tered under the laws of Massachusetts, and has a large and commodious building of its own. The school is on a promontory that juts out into the Atlantic, rendering it a de¬ lightful place of summer residence. One of the departments, in charge of a State edu¬ cational agent, is devoted to training of teachers. Teachers 7 meetings. — The 43rd annual meeting of the State Teachers7 Association was held in Boston, November 26, 1887. General Francis A .Walker spoke of the recent action of the Boston school committee in curtailing the study of arithmetic and explained the rea¬ sons of the action. In the first place, home lessons in arithmetic were prohibited on three accounts, the encroachment of the study upon other studies, which can not be recti¬ fied when the pupil studies at home; the inequality among the pupils as to home sur¬ roundings when pursuing a task requiring concentration of mind, and the facility with which exercises too difficult can be stopped when they are done in the school. In the second place, it was believed that much force and energy were wasted, and even injuries sustained, in carrying on the study of arithmetic as it had been conducted in many schools. Superintendent Stone, of Springfield, spoke of the “ Modification Needed in the Gram¬ mar School Curriculum. 7 7 He considered that geography and history are not properly handled as studies, and would include drawing and music. Superintendent Edgerly, of Fitchburg, thought that one of the most essential modifications needed is to meet the case of children who are unable to attend school regularly. It is impossible for these children to pursue the curriculum arranged for them. In the primary section the subject of language was up. Superintendent Aldrich, of Quincy, said that as a distinct study language has only been ten years in existence, and because of this newness a feeling of uncertainty exists as to the manner in which it should be taught. Mary J. Lovejoy, in her paper on “ Light Reading,77 urged the im¬ portance of early instruction. The Bay State Teachers’ Club held its annual meeting at Boston, October 29, 1887. Su¬ perintendent White, of Cincinnati, in his address to the club on “What may be fairly expected of our Public Schools,77 said he thought the imparting knowledge common to individual men should be one of the prime features in fitting the child for coming life, and* that particular attention should be paid to his behavior. The secretary of the State board, Mr. Dickinson, recommended the use and study of language, as the rational study of lan¬ guage is the study of man. He outlined a course of study that should be pursued in the public schools, and said it would be unfortunate to crowd into them that which is of no practical use to the scholars. Messrs. Scudder, Lambert, and Atwood spoke of the TRAINING OF TEACHERS. 429 necessity of cultivating the moral part of qnan, and Dr. Mayo said that the teachers should be put in more vital communication with the public, so that the people would have a clear understanding of the aims and objects of the schools, and the teachers, in turn, would become acquainted 'with the views of the community on the most impor¬ tant question of manual training. MICHIGAN. The State board of education, in its last report, notes the advance of the addition to the normal school building, which when completed will fully meet the demands now being made upon the school. A library building has also been provided. 'Teachers' institutes.— On this important topic the superintendent, in his report for the year ending December 31, 1887, remarks: * ‘ The value of these local professional schools has become thoroughly recognized by the teachers of the State, and the benefits that result from a regular attendance and close attention to the instruction given are unquestionable. They have come to be a necessity, especially to the teachers in the district schools. The institute affords the only opportunity that a large majority of these teachers have of informing themselves as to the latest methods of instruction that have proved successful in our best schools. A most gratifying indication of the growth of appreciation of the value of the institutes on the part of school officers is shown by the readiness with which district boards assent to closing their schools to allow the teachers to attend. A few years ago the sentiment against closing schools during the session of an institute was so strong and so general, that it was deemed inexpedient to appoint any during the term of school. This neces¬ sitated crowding all the institutes into the few weeks of vacation, rendering it possi¬ ble to utilize the services of our best instructors in but few counties. This opposition is gradually disappearing, however, and now not only do boards generally comply with the request to close school during the week of the institute, but in many cases the de¬ partment is requested to appoint the institute during school term to insure the attend¬ ance of the teachers.” Still using the report of the State superintendent, we find that the attendance has kept pace with the growing popularity of the institute, three-fifths of the teachers of the counties being in attendance on the institutes of the year. One of the most gratify¬ ing features of this attendance has been the increased interest in the institute manifested by the teachers who most need their aid — the teachers holding third-grade certificates. During the year 1887 nearly 60 per cent, of the attendance were of this class. It is complained of by the conductors of the institutes that the teachers of the un¬ graded country schools do not understand what the institute aims to do for them. Its purpose should be made known by the secretary of the board of examiners, who now has succeeded, to some extent, to the duties of the county superintendent. Touching the duration of the institute, the superintendent thinks that a session of two weeks is the best, since the idea of the Michigan institute is ‘ ‘ more to suggest the method than to make an exhaustive study and application;” besides, the expense would be too great. In some counties, where the fund is large, several institutes, each of a week, have been held, with very satisfactory results. It is found that institutes held during the school term are as fully attended as those held during vacation, while work is better. The sentiment is general among instructors that too many topics are considered. During the year sixty-five institutes were held, with a total enrolment of 6,354, a slight decrease as compared with the previous year both in institutes and attendance. The total amount expended for the institutes during the year was §8,954. about four- fifths of which came from the county fund, a per capita cost of §1.40. Teachers' meetings. — The thirty-seventh annual meeting of the Michigan State Teach¬ ers’ Association was held during December 27, 28, and 29. The organization of this association is somewhat different from that of other bodies of the kind. What is good for one grade of teachers has been deemed good for all, and sections for city superin¬ tendents. grammar school teachers, and primary school teachers have not been formed. Hereafter, however, there will be a special department for primary teachers, and the organization now known as the Association of County Secretaries and Examiners will be more closely connected with the teachers’ association. In the Examiners’ Association the following resolutions were adopted: • Whereas it is generally understood by the educators of Michigan that our district schools are failing to meet the demands of the present time; and Whereas the said partial failure is due to a want of proper legal authority to organize and control said district schools: Be it therefore Resolved , That we, the members of the Examiners’ Association of the State of Michi¬ gan, in convention assembled, do request the superintendent of public instruction to 430 EDUCATION REPORT, 1887-88. seek suck legislation as shall secure the following: Township system of organization for the district school and a system of grading for district schools. In his inaugural address President Ewing spoke of the necessity of teachers organiz¬ ing themselves into an association and taking a stand in the community, and thought the university should show a livelier interest in their association, and in concluding called on the members to unite in an effort to secure the township system. Principal Sill, of the State Normal School, addressed the meeting on the topic, “To what Extent are Thought and Feeling Mutually Exclusive ?’ ’ Referring to Professor Payne’s three laws — (1) From aggregates to elements; (2) Mutual exclusiveness of thought and feel¬ ing; (3) Progress from the confused to the definite — he held that the first and the last are practically identical and lie at the foundation of teaching, but that the second is only true under certain conditions. In concluding, he maintained that in the vast ma¬ jority of cases thought and feeling are not mutually exclusive; that this law is not true unless limited, and when limited it is useless. The paper was much discussed. In discussing the “New Education an Outgrowth of the Old,” a lady essayist said that kindergarten work cannot be learned from books. It is applicable to primary and grammar schools, but cannot be engrafted in its entirety. Superintendent White, of Cincinnati, spoke on ‘ ‘ Universal Education the Duty of the Hour. ’ ’ The State has plenary power, and the cry of the child must be heard. The State should educate (1) as a means of military defense, (2) as a means of material prosperity, (3) that liberty may be perpetuated. Discussing the question of psycholog¬ ical instruction in high schools, it was maintained by a member that such instruction was necessary, since so many young men and women graduates from them become teachers. “The Teacher in Society” was discussed by the superintendent of Ithaca, who maintained that social intercourse was a preventive of dogmatism and narrowness, and enabled the teacher to become a positive force for good in the community. The public school superintendents held their meeting at Lansing, on May 10 and 11. The general sentiment of the association seemed to favor a judicious enforce¬ ment of the compulsory education law, and of the truancy law also, though it was op¬ posed to truant schools, except for large cities. The opinion was decidedly in favor of substituting calisthenics, singing, marching, “individual permission,” etc., for the usual play recess. A paper on “The Relation of the Superintendent and the Teacher ” provoked an animated discussion, bringing out statements that the superintendent should have five leading qualifications — knowledge of methods, education, executive ability, manliness, enthusiasm, and love for his work, and that a prominent fault among teachers was a lack of broad and accurate scholarship. The kindergarten and the manual training questions received attention and provoked opposition, both being ad¬ mitted to he good things in their place, which was not in the public schools, those op¬ posing them would say. The Schoolmasters’ Club held its annual meeting at Ann Arbor, on May 5, 1888. The work of this body was apparently devoted to secondary education. Professor Demmon, of the University, spoke of technical grammar. As grammar, as well as geography and arithmetic, is somewhat under a cloud now as an instrument of culture, the heads of the professor’s remarks are given in full abstract. (1) Technical grammar is an instrument of culture in training the reason faculty in quickly and accurately interpreting language. (2) Grammatical knowledge as such is a preparation for studying foreign languages. (3) Grammatical principles are an aid in correctly speaking and writing. ( 4) The difficulty cf the subject in some of its phases and the importance of a rational grading in presenting it are: (a) clanger of trying to explain to beginners what must be incomprehensible to them; ( b ) of having them parse and analyze matter above their comprehension; (c) of the study degenerating into mere routine and memorizing; (d) of corrupting the En¬ glish idiom through rules and manufactured false syntax; (e) dangers arising from treat¬ ing etymology and syntax separately. At the Bay View Summer Schools of 1887-88, it is said that more than one hundred teachers were enrolled in the kindergarten classes under Miss Matilda Ross on the first day of the meeting, while later on one hundred and fifty calls for good teachers in Michi¬ gan schools were received. In the art department free-hand drawing and modelling in clay were taught by Mrs. Sterling, of Chicago. Dean Wright, of Boston, lectured on New Testament Greek; Professor Winchell, on -practical geological excursions; Miss L. Jones, on English literature; Professor Mills, on art; Cady, on music; Fall, on physi¬ ology and botany. MINNESOTA. In 1835 the Legislature provided for a new normal school at Moorhead, and in 1S87 appropriated sixty thousand dollars for a building. The site, the gift of a citizen, con¬ tains six acres. The building, when completed (the school opened August 29, 1888), will be 177 feet long, 80 feet wide, and three stories in height, the entire building being TRAINING OF TEACHERS. 431 devoted to school purposes. On the first floor are the rooms for the model and the kin¬ dergarten departments. The second floor contains the president’s office, the library, a re¬ ception room and four large recitation rooms. The third floor contains rooms for writing ami drawing, the chemical and physical laboratories, a room for botanical work and a museum. In discussing the subject of State Normal Schools, State Superintendent Kielile calls attention to their influence and progress. Their right to exist and their claim to sup¬ port are now beyond all controversy. He calls attention to their urgent demands for increased accommodations, particularly at Mankato and St. Cloud; while at Winona better facilities should be provided for a ladies’ home ” for the female pupils. Teach¬ ers’ certificates, he says, need attention, and he recommends that the Legislature pro¬ vide, (1) for the licensing of graduates of normal schools to teach; (2) for examining and licensing persons to teach in the State who have proper education, skill, and expe¬ rience; (3) for an appeal to higher authority by the district teacher or superintendent in the matter of a teacher’s qualifications, in the interest of all concerned. Of the total number of teachers employed (7,555), 571 were graduates of a normal school and 1,427 had attended such an institution. The net increase of teachers was 269; a decrease of about one hundred in men appears, however. The increase in the hundred was in the case of normal school graduates about one, and in the case of those having attended a normal school 1.5. The president of the normal school board of the State speaks of the schools in the fol¬ lowing terms: ‘The board appointed a committee of its own members, during the past year, whose duty it was to visit and examine carefully the work, the management, and general efficiency of each of these schools; and it is the belief of the members of that committee, after visiting them, reviewing their course of study, examining their general management, witnessing their methods of instruction, and observing the actual work of the class room, that thorough and efficient work, good and healthful discipline, and a high degree of normal training is being accomplished by each of these institutions. ‘‘Being so important a part of our magnificent system of public instruction, it is, I believe, the sense of the board that they should assume as rapidly as possible their peculiar functions as normal schools, exclusive of the preparatory and general work, which the condition and circumstances of our people make, for the present at least, an absolute necessity. - * * The board has inaugurated, during the last two years, a few changes of more or less importance, in the business management of the schools, and in the courses of study pursued, looking toward a more perfect unity of the normal school system under their control. These four normal schools constitute one system. They are not separate, independent, competing, and antagonistic institutions; but all of one system, and located in different parts of the State for the convenience and easier approach of the people. * - * * It is also the opinion of the board that the diplomas of the normal school should be made a permanent license for those holding them to teach in any of the common schools of our State at least. It is also the judgment of the board of normal school directors that its numbers should be increased to nine at least. ’ ’ The character of the enrolment of the schools as to previous scholastic training will be shown by the following table, the items not being necessarily mutually exclusive: vGraduates of high, schools . 61 Taught one term or more . 355 Having first grade certificate . 32 Having second grade certificate... . . . 273 Having third grade certificate . 84 - 389 At Winona the “average age” of the pupils is 19.9; at Mankato, 19, and at St. Cloud 20.8 years. Minneapolis. — The plan for a teachers’ training class, mentioned in the last Report of this' Bureau, does not seem to have materialized, since the superintendent pleads elo¬ quently in his report for 18S7 for this indispensable means of providing for local educa¬ tional demands. He says that the necessity for providing trained teachers has caused normal schools to be instituted in nearly every State, but that such schools are as yet unable to supply the demand. This and the desire to give a homogeneous character to their instruction have induced most of the large cities to create normal schools and classes of their own. If in older cities, where comparatively few changes occur, a train¬ ing class has been thought necessary, wby is not such a class still more necessary in Minneapolis, where so many new teachers are required and changes have been so fre¬ quent ? St. Paul. — Two distinct lines of effort are carried on in the teachers’ training school of this city: (1) The teaching and training of the children who attend it; (2) the initia¬ tion of young teachers into the true theory of education and the application of that theory to actual school work. “The value of the professional training can be estimated only from the service which has been rendered by the graduates of this school.” The 432 EDUCATION REPORT, 1887-88. school has three departments — training, practice, and model. In these, special attention is given to the principle of teaching, government of schools, methods of school manage¬ ment, and history of pedagogy. It is found very necessary that the elementary branches be thoroughly reviewed. During the year substitute teaching has been a marked feat¬ ure, the average of substitute work being over three weeks to each member of the class. Institutes. — Sixty-five institutes were held during the year, having an enrolment of 4, 470, a decrease of two institutes and of twenty-four in enrolment. Of these, those holding first- grade certificates number 270, those holding second-grade 2, 101, and those holding third- grade 1,098, a slight increase in each instance over the preceding year. In his report the State superintendent, speaking of teachers’ institutes, says that institute instruction extends to every county in the State, and that in several counties the rule has been established that certificates are not to be granted to persons who do not attend. He recognizes the validity of the demand on the part of several counties that more than a week should be given to this work, though believing that, as a rule, one week of good work is the most serviceable. He highly commends the energy of many of the county superintendents in securing a full attendance and faithfully attend¬ ing to their duties. Teachers’ meetings. — The eleventh annual session of the Minnesota Educational Asso¬ ciation was held December 27, 28, and 29, 1887, at St. Paul, with a good attendance. President Gray, of the St. Cloud Normal School, spoke on the relation of the normal to the high schools, stating that the function of the high school was to impart knowl¬ edge; that of the normal school to confer skill in imparting knowledge. Normal schools should raise the standard of their professional work, while high schools should show their faith by sending graduates to the normal schools. Superintendent Moore, of Lake City, thought the normal school should do less academic and more professional work, and Superintendent Bechdolt showed statistically that the academic work of the normal school is less complete than in well-regulated high schools. His figures were objected to by several members as far from conclusive. Superintendent Hammond, of Madelia, spoke of the tenure of office question, holding that surety of position would not benefit the teacher so long as district suzerainty prevails. As long as the district authorities looked on all teachers, good and bad, as subject to their will, no good can come to the profession. The discussion of this paper was somewhat animated, and a committee of five was appointed to consider it and to confer with the State superintendent in regard to proposing legislation. A discussing of the subject of drawing showed that that impor¬ tant subject has not received the attention it deserves at the hands of school authorities. The State association of county superintendents convened December 26, at St. Paul, and adjourned the following day. The president took for the subject of his address, “Shall the county superintendent be a politician or an educator? ” The superintendent is a representative man, and to mistrust him is to mistrust the people who elect him, and the question resolves itself into ‘ ‘ the relation of the superintendent to parties and to party politics. ” In a peculiar sense is the office a touchstone of public honesty and purity of judgment. “As of our teachers we ask only, ‘Are they competent, are they moral, are they devoted and sympathetic? ’ So have we,” said the president, “a right to demand that we be examined in the same way.” The State superintendent spoke briefly of the prospective work of the department and of the great common school prob¬ lems to be solved by county superintendents. The township question, school libraries, temperance hygiene, and the wise use of the increased school fund, to go largely to the rural districts. The township system was discussed at considerable length, and a com¬ mittee appointed to consider the subject. School architecture and temperance hygiene were touched upon. MISSISSIPPI. The Mississippi State Normal School, which has lately been reorganized, is now under the immediate control of the State superintendent and the superintendent of Marshall County. It is the aim of this school to prepare teachers for the public schools of the State, competent not in books alone, but in all the great principles that are so necessary to make good citizens. At Walthall a school having the title of Walthall Normal School was established in September, 1887, by a number of public-spirited citizens forming an educational joint stock company, which, with the amount subscribed for stock, quickly erected a build¬ ing to accommodate the ‘ ‘ better school ’ ’ the members found themselves in need of. The school has a preparatory course, an introductory scientific of two years, and a com¬ mercial, a surveyor’s, a scientific, and a classical course, each of four terms. In addition to these, there is a teachers’ training course also of four terms. In the first term the study of philosophy of education is added to the common branches; in the second term mental science is added; in the third, rhetoric, algebra, physiology, English literature and methods constitute the curriculum; and in the fourth book-keeping takes the place of algebra, philosophy that of physiology, and penmanship that of methods. TRAINING OF TEACHERS. 433 Teachers' meeting. — At the teachers’ meeting held at Jackson, December 28 and 29, 1887, it was recommended that examinations be held on four days in the fall and four days in the spring, instead of three days, as now; that teachers examined in one county and seeking employment in another be refused a license until their examination papers have been examined by the superintendent who appoints them; that a two years’ li¬ cense be granted to a first-grade teacher whose examination papers average between 90 and 95 per cent., and that the second State license, obtained at the expiration of the first, be made a professional license, valid for life, provided the teacher remains in the profession. It was also recommended that counties be empowered to employ expert in¬ stitute managers, that a State normal school be established, and that chairs of peda¬ gogy be ectablished in the university and in the agricultural and mechanical college. anssouEi. Kansas City. — The city superintendent, in speaking of the desirability of establishing a training department, observes that such a class should be formed in justice to the graduates of the high school, who, desiring to become teachers, should serve an appren¬ ticeship before they are permitted to teach. This work should be carried on under the eye of an experienced and skillful teacher — not a watcher, but a teacher who knows how to teach and who can teach others the science of teaching provided their pupils possess any native talent. Institutes. — The Office has information that twenty-one summer institutes were to be held at as many places, each lasting for four weeks each, and that many ethers were to be held, the place of meeting, however, not having been determined on. Teachers' meetings. — During the last days of December, 1887, three of four sectional associations of the State held their annual meeting: the South-west Association at Mar- ionville, the North-east Association at Moberly, and the Missouri Valley Association at TVarrensburg. The colored State Teachers’ Association held its meeting at St. Joseph, during the holidays, and the county commissioners met at Sedaiia, continuing in session for two days, and adjourning to meet with the State Association at Sweet Springs in June following. The State Teachers’ Association met on June 19, 1888. and remained in session for three days. The afternoon of the first day was consumed by papers treating of psycho¬ logical snbjects, and the morning of the second by a discussion of the English language in the various grades of schools. The lady essayist presenting ‘ ‘ English in the Primary Grade ” would use stories in biography and in arithmetical work, begin sentence devel¬ opment about the fourth grade, as also the development method of teaching the various parts of speech. In presenting the subject of English in the Grammar Grades ” the essayist maintained that the child had taste for the beautiful in literature, and that it should he cultivated by bringing it into communion with the beauties and inspiring thoughts of our best writers. J lasterpieces rather than the lives of authors should be studied. English in the high school, said the gentleman presenting that grade of the question, should have as much time as mathematics cr the classics. To develop an ap¬ preciation of the finer shades of thought conveyed by words, their origin and meaning must be studied. Drill in composition and correct language are required, and hut a few authors should be studied. In presenting the college course another essayist claimed that instruction in grammar and rhetoric often defeats the purpose contemplated. Lan¬ guage study is a study of the modes of thought of writers, and to obtain a perception of this a few selections should be well studied, and the pupil having caught the modus oyer midi will apply it himself on other occasions. The afternoon session was devoted to relations — the relation of the county commissioner to country schools, of the teacher to the patron, of the State to education. The morning session of the last day was devoted to considering * ‘ The Teacher in the School ’ ’ and to “ The Teachers out of School. ' ’ In the school, said the gentleman presenting the ques¬ tion, the teacher does more talking than a minister or other public speaker; a probable average is 17,500 words daily. As an agent to train pnpils to search for knowledge the teacher is invaluable. Out of the schools, said the lady having charge of this side, and especially during vacation an opportunity is given to the teacher to study social life, nature, and books, all most excellent means of professional development: for the teacher who knows most about the world and its requirements is the best. The afternoon ses¬ sion was taken np with papers on county, city, and State supervision. The first advo¬ cated a uniform course of study, examination for promotion, normal institutes, and the reading of educational literature; the second spoke of the relation of the city superin¬ tendent to the patrons and the necessity of his studying their interests, of being the friend and adviser of the teachers, and of being thoroughly familiar with their individual work; the third spoke of the qualifications of the State superintendent and of improvements in the system of public schools. 28 ED 434 EDUCATION REPORT, 1887-88. Among the several resolutions adopted by the annual convention of county com¬ missioners, held June 21, 1888, at Sweet Springs, were, that endorsing county supervis¬ ion and entreating each county commissioner to agitate the question in institutes and in public; that asking that each commissioner prepare an outline of work and a course of study and advocate its adoption in the rural districts, and that the law respecting the effects of stimulants and narcotics be so amended that this instruction be made compul¬ sory upon all pupils, “without a written request from parents or guardians.” MONTANA. The Montana Territorial Institute of 1887-88 opened its session at Helena, December 27-29, with Mr. Wylie, of Boseman, president, and discussed “Language Teaching in the Public Schools, ” “ The Work of the County Superintendent, ” “ Music in the Schools under the Tonic-Sol-Fa method, ” “ What Topics in Common School Arithmetic ?” As to the last, Mr. Harmon, of Boseman, attacked the text-books in use, and advocated the preparation of a book that should contain the necessary matter, free from the superfluous contents that now encumber many arithmetics. Mr. C. F. Lee, of Butte, dwelt on the importance and due order of precedence of the sciences in public schools, giving place first to physical geography, and following it with natural philosophy, chemistry, geol¬ ogy, and astronomy. He spoke with special stress on the significance of chemistry in such a mining region as Montana, where every stage of the mining processes was founded on fundamental truths of chemistry. He advocated teaching by experiment throughout. NEBEASKA. The twenty-second annual meeting of the Nebraska State Teachers’ Association took place at Fremont, March 27, 28, and 29. The president, in his address on the question, “Are Our Schools in Harmony with our Present Social Conditions?” observed that for¬ merly every house was an industrial institution audits inhabitants in some capacity labor¬ ers, thus evoking forethought, judgment, ingenuity, frugality, and industry. From such social conditions has been evolved our own complicated civilization, vigorous and harmonious beyond parallel. Material conditions are powerful in determining a people’s character. The schools direct the energies that have brought about these results. The schools in their evolution have developed in a line independent of other educational agencies. Hence the antagonism between them and the so-called practical in life. Man¬ ual training will remedy this opposition. We are slowly, but surely, nearing the time when the technicalities of the expression of thought will be supplanted by things calcu¬ lated to develop thought itself. In an address on “Simplifying the Work in the Country Schools,” efficient teachers, the establishment of county high schools, and fewer branches in the common schools were advocated. In the paper on “The Work of the Grammar School ” technical gram¬ mar was condemned, and Latin or German advocated. “An Outsider’s Views of the Schools” was, that there was entirely too much nepotism, and that county superintend¬ ents were forced to leave things undone that their duty demanded; book monopolies abound, and the graded system yokes the brilliant to the dull. The association passed the following among other resolutions: (1) That as the title of professor is properly applied only to teachers in institutions of university and college rank, the association condemns the misapplication of the title. The college, common school, and county superintendent’s section held separate meet¬ ings. In the college section it was agreed to include the academies and other prepara¬ tory schools of the State; in the common school section “two needed reforms” were suggested, a broader basis in the common school course and the adaptation of the college course to correspond with the common school, and not fix their own standards for the common schools to come up to. In the superintendent’s section “Institute Work for the Coming Summer” was discussed conjointly with a “Uniform System of Text-Books in the State” with a result showing that a majority were in favor of uniformity in the county but not for the State, and that it is not desirable to furnish free text-books. The South-eastern Association held its meeting at Beatrice, November 24 and 25, 1887, with an attendance double that of the preceding meeting. NEVADA. During Thanksgiving week, 1887, State Superintendent Dovey, of Nevada, conducted at Reno an institute for the teachers of the State, which is said to have been attended by more than half of such teachers, some of them coming a long way to secure the benefits of the institute; one 150 miles by stage. A State Educational Association was also or¬ ganized, the first meeting to be held at Carson. TRAINING OF TEACHERS. 435 NEW HAMPSHIBE. The State Normal School at Plymouth has received an appropriation of $12,000, with which a new building will be erected, to relieve the overcrowded condition of the old one. As originally organized, the institution is said by the State superintendent to have been little more than an ordinary academy, with a teachers’ class attached, wdiich re¬ ceived special instruction and practice in school work. Teachers and patrons of other seminaries in the State protested against the authorities building up an academy at Plym¬ outh at public expense to compete with institutions equally good. The objection was acknowledged as just, and the school became strictly professional. As a consequence, the attendance languished. Having imbibed a prejudice, people are slow to disabuse themselves of it, says the superintendent. Had the school started as a normal school prosperity would have come earlier. To prejudice against the school wa3 added igno¬ rance of its necessity, but experience has removed the one and enlightened the other. Dover. — The school committeemen have selected the teachers for the city schools in most cases from the graduates of the high school, and in future they will adhere to this rule. A training school should be established without delay, where not only high school graduates, but other residents of equivalent culture, who choose teaching as a profession, may have the opportunity to secure practical instruction and training to pre¬ pare them for their duties; for a “ knowledge of the human mind, and especially of the laws of development, is now justly regarded as one of the most important studies for a teacher.” Teachers, they say, as well as the public, are slow to comprehend that teaching i3 a profession, and as such is based upon principles which it is necessary to learn to apply. In concluding, the committee say that they cordially approve of the plan inaugurated by the teachers of supporting a pedagogical library for themselves. Portsmouth. — In discussing the subject of pupil teachers the superintendent says that the day is past when the idea prevailed that any one can teach, especially a primary school, for it is becoming more and more recognized that a teacher should he trained be¬ fore being trusted with a school. This necessity of training was recognized in Ports¬ mouth to some extent by requiring inexperienced teachers to go about among the schools for three months to observe the methods. ‘ ‘ There is a strong doubt in my mind,” says the superintendent in a previous report, “whether this training is suffi¬ cient. Three months is a very short time in which to learn how to develop and train a human being for useful life. ’ ’ The system of pupil teachers is not altogether a success, he thought, since there is neither skilled oversight nor definite course of study, while the pupils consider that they are conferring instead of receiving a favor by their tours of ob¬ servation. The school established to supply the training thus called for has proved the fallacy of the only argument urged against its foundation, that the teaching could not be so good having so many inexperienced teachers practising upon the children in the school. Dur¬ ing the year these children have advanced more rapidly in their studies, and have done their work more thoroughly than in any other school in the city. “ These are facts,” says the city superintendent in his last report, ‘ ‘ and a little consideration will show that such ought to be the case, for the teachers have in recitation only small classes, anu can give them much more individual attention than is possible in any other school. From this school children never go home with the plaint that they have not recited to-day, as sometimes happens in other schools where one teacher has to attend to fifty little ones. Then again we have at the head of the school a superior teacher, an expert, who is directly and solely responsible for the teaching throughout the whole building.” Institutes. — For forty years the value of institutes as an important factor in education life has been recognized in New Hampshire. Occasionally abused, they have ever been popular when properly conducted. The present system was established four years ago as a help in elevating the professional character of the teaching corps and awakening a public interest The expense of attendance has been reduced to the lowest possible degree, and the best talent has been secured to conduct the work. ‘‘Work in an institute can not all be new,” says the State superintendent, whose last report we are using, ‘'and would be less valuable if it were. * * * Much of the value of institute work is in the diversity of views presented. AM can not use success¬ fully the same models. ” It is no loss to the schools, the superintendent thinks, for teachers to attend these meetings. ’‘They are relieved and strengthened by an inter¬ change of views and sympathies, and are lifted out of the ruts in which they have be¬ come accustomed to move. ’ ’ During the year ten institutes were held in as many counties, having in all an attend¬ ance of 1,009, and costing $1,775. Teachers’ meeting. — The New Hampshire State Teachers’ Association held its thirty- fourth annual meeting at Nashua, October 27, 23, and 29, 18S7. A paper on u Teaching 436 EDUCATION REPORT, 1887-88. Spelling in Primary Grades,” advocating teaching it by the writing and the oral method, called forth a vigorous debate. The drift of the discussion of the question, “ What is the Best Course of Study for High Schools?” was toward magnifying the importance of scientific studies and the study of the mother tongue, and increasing the time given to geometry and lessening that devoted to analytical mathematics. “Do not crowd the curriculum,” was the warning of both the leading speakers on the question. The sub¬ ject of drawing was before the association, the essayist advocating its introduction in every public school grade. The ubiquitous question of manual training also received attention at the competent hands of Miss Fay, of Springfield, Mass. After appointing a member to write the history of the association, resolutions were adopted (1) approving the action of the Legislature in refusing to repeal the town school system; (2) endorsing the pending bill for providing free text-books; (3) appreciative of county institutes; (4) endorsing the Blair educational bill now pending in Congress. NEW JEBSEY. With the year ending August 31, 1887, 1,188 teachers have been graduated by the normal school during its existence of thirty-two years, of whom 26 per cent, are now teaching in the State; or, considering the number graduated during the last ten years, 477, 64 per cent. , about. Of the 3,891 teachers holding State, county, or city certificates, 12 per cent, had been granted by the State, 51 per cent, by the county, and 37 per cent, by the city school au¬ thorities. Taking the three years last past previous to the date of his report, the super¬ intendent gives the following comparative statistics: Grade. County Certificates. City Certificates. 1884-85. 18S5-S6. ! 1886-87. 1 1884-85. 1885-86. 1886-87. First . Per cent. 18 22 60 Per cent. 19 24 57 Per cent. 20 24 55 Per cent. 56 27 17 Per cent. 67 23 10 Per cent. 67 IS 15 Sftfiond . Third . It will be noticed how the increase from the first to the third grade in the case of the county certificates is completely reversed in the case of those of the city. In speaking of the term of service in the same school, the superintendent remarks on the favorable result the statistics of his State will show when compared with those of other States. He gives the following statistics as indicating efficiency, “for, as in every other profession, no amount of training in theories will supply the place of actual ex¬ perience in their application:” Period covered, in Years. Teachers in the same School. Teachers having. Experience. State. Cities. Slate. Cities. 1 nr lnss . . . 1,036 156 431 110 1 to 5 . 1,565 695 1,347 598 5 to 10 . 642 441 977 435 10 to 15 . 383 315 565 330 15 to 20 . 1S9 1C5 339 207 20 to 25 . . . 63 GO 142 SI Over 25 . . . 35 34 118 G4 Average . 4f Commenting on these figures the superintendent says that “only about 26 per cent, of all the teachers in the State have served in the same school one year or less, about 8 per cent, have served in the same school longer than fifteen years, and about 18 per cent, have served longer than ten years. ” The average is three months longer than that given in his report preceding. “Less than 9 per cent, of all the teachers in the cities have been in their schools one year or less. About 54 per cent, have served longer than five years, and about 30 per cent, longer than ten years.” Paterson. — The work of the normal school was suspended from September, 1887, to January, 1888, on account of the lack of room. ‘ ‘ There is much that needs to be done, ’ 1 TRAINING OF TEACHERS. 437 says the superintendent, “to increase the efficiency of this department, and I renew my surest ion in a former report that a fully equipped practice department bo developed for the use of this school, and that the school bo furnished with a pedagogical reference library. ’ ’ Teachers ’ meeting . — Tlio thirtieth annual session of the New Jersey Teachers’ Associa¬ tion was held at Trenton, December 28, 29, 30, 1887. The attendance was about five hundred. An exhibit, carefully graded and the second of its kind, attracted consider¬ able attention, drawing and the work of the lower grades being especially prominent. The president, in his address, dwelt upon the need of forming habits of morality and thorough work at an age when they can be most easily fixed. The principal aim of our schools should be to form such. The time not required for this should be used in developing the powers of mind and body by educating the faculties of reason and judg¬ ment. Less explanation and more practice in early life is the prevailing thought. The child should form habits in oral and silent reading, of comprehending the thought of a sentence at a glance; also the habit of taking unconscious note of the spelling, and of hearing and retaining the pith of all discourses heard. Superintendent Poland, of J ersey City, would promote 50 per cent, of the class on their record in class and take the teach¬ er’s record as a criterion in the lower grades. Principal Griffin protested against (1) measuring a child by his answers to the pet conundrums of committeemen, (2) the idea that the vicious and idle child should be promoted because he has answered three-fourths of these conundrums, (3) the practise that a conscientious, hard-working pupil who has failed to answer three-fourths of the conundrums should not be promoted, and (4) the farce of examining first-year pupils in text-book information in order to ascertain those fit for promotion. Principal Green, of Long Branch, after giving the result of his inquiries on manual training (q. v.), said that graduates of high schools, though prepared by normal school graduates, were not admitted to the pedagogical course of the normal schools in which their teachers had been trained until they went through the grammar school course of those normal schools. ‘ ‘ Either the normal school does poor work or it should acknowl¬ edge the work of its own graduates.” The second day was given to the New Jersey Reading Circle, whose benefits were ac¬ knowledged. On the last day Superintendent Jacobus, of New Brunswick, under the title of ‘ ‘ Cobwebs, ’ r spoke of that one which deemed that one primary teacher could prop¬ erly instruct 79 to 140 children during the day. A second cobweb was the idea that the results of an examination show the results of instruction. It was resolved that in the six grades of license the ages 16, 17, 18, 19, 21, and 25 be changed, respectively, to 18, 19, 20, 21, and 25 ; that “theory and practice” be added to the third grade county requirements, history of pedagogy to the first grade county requirements, and psychology to the third grade State requirements in the place of trig¬ onometry. Applicants for a higher grade of license will now need to be examined only in those branches not covered by the lower license held. Pupils having diplomas of high schools in which the course of study is equivalent to that of the State normal school are to be admitted to the pedagogical or second class without further examination. The association also gave as its opinion that the school tax should be raised from four to five dollars. NEW YOEK. The normal schools, says Superintendent Draper,1 have never done better work than during the year 1887-88. The Empire State has nine of the best normal schools in the country. These schools are full, do good work, and send forth graduates who readily find employment. They are more and more closely confining themselves to their legiti¬ mate work of training teachers for the public schools. Yet they do not and can not supply the needs of the State for professionally-trained teachers, nor can they be in¬ creased to the extent which will serve the purposes of the State. Normal work of a lower grade, less in extent and nearer the homes of the people, must be had before the wants of the rural schools can be supplied. It is idle to think that the time and money involved in pursuing a normal school course will be given in order to obtain the miserly salary of a district school, with the probability of losing even that before a year. Differences exist between “normal school men” and “academy men.” The normal school has an academic department, the academy trains teachers. The past is responsi¬ ble for the academic departments in normal schools, and to suppress such departments would be dishonorable unless a new bargain were made with the locality where the nor¬ mal school is situated. But why not prevent non-residents of the locality from entering this academic department of the normal school; why not reorganize this normal “train- 1 The Powers and Obligations of Teachers. The Work of the Last School Year. An address be¬ fore the New York State Teachers’ Association, July G, 1SS8. 438 EDUCATION REPORT, 1887-88. ing class ” of the academy so that it will become in truth and in fact a part of a State normal system ? Let the ‘ £ training class ’ ’ be taught by a professionally- trained teacher, and open to those only who are proficient in subject-matter and pledge themselves to teach in the public schools. The course of study should be uniform throughout the State, and’ when completed a teacher’s certificate and not a meaningless paper should be conferred. It is perfectly feasible to do this; all that is necessary is deliberation, consultation, and agreement. But it can not be done if boards of trustees are to be per¬ mitted to hand training classes over to teachers and tell them to make what money they can out of them, or to improvise training classes for the purpose of sharing in public moneys. The normal schools, training classes, uniform examinations, and teachers’ institutes are the four instrumentalities for protecting, perfecting, and advancing the teaching service. Separately they are not very effectual, but acting together results will soon follow. Teachers must have something more than a fair education. Their essential equipment is ability to arouse interest and stimulate intellectual activity whether they teach a high school or a primary class, a city or a country school. When the four agencies form a comprehensive and harmonious system, professional training can be obtained by those who desire to teach, and a teacher’s certificate only by those who are professionally trained, a healthy revolution in the school affairs of the State. The most important event — Superintendent Draper says ‘ ‘ the most important move¬ ment since the establishment of the free-school system ” — of the year is the adoption of a system of uniform examinations by the county commissioners. A year ago — we again have recourse to the superintendent’s address — after the act upon this subject had failed to become a law, the State association unanimously requested the school commissioners throughout the State to make application to supply them with printed question papers for use in simultaneous examinations which should be made the basis of teachers’ certificates. Sixty-five of the one hundred and thirteen commission¬ ers made the request, which was cheerfully complied with. The issue began in Sep¬ tember, and in January, when a new set of commissioners came in, the following circular letter was addressed to the school commissioners of the State by the superintendent: “ The following regulations and forms of certificates in reference to uniform examina¬ tions for teachers’ certificates are hereby established and prescribed for the guidance of school commissioners who signify their intention of conducting their examinations of candidates for commissioners’ licenses under the plan and regulations outlined to go into effect January 1, 1888.” These regulations are classified under six heads, and are in brief as follows: (1) Grades of certificates. — Teachers’ certificates issued by school commissioners shall be of three grades, first, second, and third. Those of the first grade continue for five years and may be renewed without re-examination; of the second grade for two years and may only be renewed upon re-examination; of the third grade for six months and may not be issued to the same person more than twice, and must be limited to a partic¬ ular grade or school. (2) Qualifications of candidates. — As to experience, candidates for the first grade must have taught successfully for at least two years. As to educational requirements, candi¬ dates of the third grade are required to pass an oral examination in reading and a writ¬ ten examination in arithmetic, composition, geography, grammar, orthography, pen¬ manship, and physiology and hygiene; for the second grade in the same and in the ad¬ ditional subjects of American history, civil government, current topics, and elementary drawing from copies and from objects; for the first grade, in the same as for the second grade, except reading, and in the additional studies of algebra, book-keeping, elements of physics, methods, and school law. In examining for the third and second grades the same questions are to be asked for the same subjects, the grade being determined by the standing. The candidate for a third-grade certificate must attain at least 60 per cent, in arithmetic, geography, gram¬ mar, and orthography, and an average of at least 60 per cent, in all the rest. The can¬ didate for the second-grade certificate must have attained 75 per cent, in arithmetic, geography, grammar, and orthography, and an average of 75 per cent, in the rest. Can¬ didates for second-grade certificates are to be exempted from examination in any sub¬ ject in which, when candidates for a third-grade certificate, they attained 75 per cent. For certificates of the first grade separate examinations are to be held. Candidates must attain at least 75 per cent, in arithmetic, geography, grammar, and orthography, and an average of 75 per cent, at least in other subjects, and are to be exempted from examination on any subject in which they have attained 75 per cent, in an examination held by the State department of education for a State certificate. No paper that shows a standing of less than 50 per cent, is to be accepted. School commissioners may in their discretion supplement the written examinations by oral TRAINING OF TEACHERS. 439 questions, demand a higher percentage, refuse to examino a candidate, or grant him a certificate. (3) The examinations for second and third grades are to be held in each commission¬ er’s district on the first Saturday of January, March, April, May, September, October, and November, and on the second Tuesday of March, August, and September; Exam¬ inations for the certificates of the first grade shall begin on the second Tuesday of March and August, and continue for two days. (4) Certificates of the first and second grade are to be valid in any commissioner’s dis¬ trict in the State when endorsed by the school commissioner. (5) All papers submitted by candidates are to be endorsed in ink by the school com¬ missioner, with the standing attained and filed, subject to the order of the State super¬ intendent. (6) Blank certificates will be prepared and issued for the use of the commissioners by the department of public instruction. Under date of July 17, 1888, the State superintendent again addresses the school com¬ missioners in a circular letter in which he says: “ It is with pleasure that announcement is made that all the school commissioners of the State have adopted the system of uniform examinations. * * * “Persons having any thought of teaching should be urged to take the examination whenever possible, even long before they stand in need of their first certificate or of the renewal of the old one. Teachers should be continually encouraged to try the exami¬ nations whenever practicable, for the purpose of gaining certificates of a higher grade than those previously held. It will be found that the regulations have been modified with a view to preventing any unnecessary repetition of examinations, and for the pur¬ pose of encouraging teachers to rise through the higher grades. “I feel not only like expressing to the commissioners my appreciation of that com¬ mendable devotion to th8 public school interests which has led all of them to volunta¬ rily enter upon this most important undertaking, but also like congratulating the people upon the successful establishment of a system which seems destined to lift up the teach¬ ing service of the State, and work a revolution in the quality of the instruction in the schools.” The act permitting the superintendent to issue certificates to a graduate of a college or university and to endorse certificates and diplomas issued in other States is given un¬ der the head of new legislation, in a preceding chapter. Brooklyn. — "If we had to choose,” says the superintendent, “between method and no method, between teachers that are methodical machines and teachers that are aim¬ less and unmethodical, we should certainly select the former, for any plan is better than no plan. But since the establishment of the training school, to a measurable extent at least, we are relieved of the necessity of making this selection. Its graduates have been trained in sound educational doctrine as well as in sound educational method. * * * But unfortunately our training school can not turn out its graduates in sufficient num¬ ber to supply the demand. Its utmost capacity is less than sixty-five graduates a year. Last year there were two hundred and five new teachers appointed, of whom only forty- five were graduates of the training school. I would, therefore, recommend that the new building on Heyward Street be organized as a second training school.” Rochester. — The plan of conducting the teachers’ institute the past year has been some¬ what changed. The teachers of each department, primary, intermediate, and grammar, meet on a given day, those of each grade in separate rooms, and discuss questions per¬ taining to their special work. These institutes proved to be so interesting and profitable that the same plan will be pursued hereafter. Institutes. — There are no statistics of the work, but we have the authority of the State superintendent for saying that it has greatly improved, that attendance has been larger and more regular, discipline better, the work more systematic and progressive, and the institutes smaller. It is the intention to arrange a course of institute work which shall be continuous from year to year and year after year for three or four years. By this plan annual repetition and chance will be avoided and results ensured. One of the most important steps of the year was the introduction of drawing into the work of the institute, and it is hoped to put it in all the schools by this indirect means. With the opening of the fall institutes under the supervision of the American Museum of Natural History, and in the same way which Hr. Beckman has followed in New York City and Brooklyn, it is contemplated to give the institute pupils an evening’s entertainment and instruction. The scenery of the State, natural and artificial, will be shown in graphic form and talked about. “In short,” says the superintendent, “I desire it understood by the teachers of the State that I consider the institute one of the most important helps of our work, and one which should be brought to the highest degree of perfection and efficiency possible. The law exacts the attendance of all teachers outside cities, but I ask you to join with me in making the institutes worthy of your attendance, so that you will not be there be- 440 EDUCATION REPORT, 1887-88. cause the law exacts it, but because it is well for you to be there. We have the facili¬ ties for making the model teachers’ institutes of the country, and we must be satisfied with nothing less.” Teachers' meetings. — The forty-third meeting of the New York State Teachers’ Associ¬ ation convened at Watkins, N. Y., on July 4, 1888, and remained in session three days. In his report the chairman of the “committee for increasing the efficiency of the associ¬ ation” referred to the attendance at Elizabethtown, which was two hundred and fifty. Few normal school teachers attended; of the one hundred and thirteen school commis¬ sioners about forty; from the colleges practically none. Other and better organized as¬ sociations seemed to be drawing away from their own. Fie submitted that the associa¬ tion, like a country school, needed organization; that there was need of a permanent place of meeting and of many changes in the constitution. The constitution he pro- proposed was adopted, and Saratoga fixed upon as a permanent place of meeting after 1889. Superintendent Whitney, of Ogdensburg, read a paper proposing that training classes be established in each county where teachers may be trained for first-grade certificates. Several papers were read tending to show the necessity of manual training; an abstract of that by Professor Sheldon is given in Chapter XY. Superintendent Draper’s address has been so largely used both in this and in a former chapter that it is not given here. The following resolution, referring to the adoption of uniform examinations, was adopted: That we extend to Superintendent Draper and to the members of the commit¬ tee appointed by this association, and to the commissioners and superintendents who have co-operated, our hearty thanks and pledge our further co-operation; we express the hope that the thirty city superintendents not yet in line with us will soon join hands with the commissioners in making the system a unit throughout the State. The fifth annual meeting of the Council of School Superintendents of the State was held at Rochester, November 17, 1887, with about forty superintendents present. Su¬ perintendent Beattie, of Troy, in his paper on ‘ ‘ How the compulsory school laws may be made more effective,” said it was resolved as a" special need that some places of de¬ tention for delinquent children, with industrial school training, ought to be established in sufficient number to meet the requirements of the case. Also, that every commu¬ nity ought to be required to furnish sufficient school accommodations for the entire school population, and that if the law does not warrant the appointment of truant officers it ought to be amended to provide for such appointment in all cities and impor¬ tant villages, with adequate compensation for the officers. After discussing manual training in the common school system, it was resolved that such training is desirable, but to what extent could only be determined by circumstances of different localities, and that until its scope is fully defined great care should be used not to displace anything in the regular course of study that has the sanction of long usage and has met reasonably the demands of the public. On the question, “whether examination for teachers’ certificates should be made uni¬ form throughout the State,” State Superintendent Draper said that the contest over that point in the last Legislature, in which such a bill was passed, but vetoed, put new life into the discussion of school topics, and that now, in three-iourths of the commissioner districts, papers by the State department of public instruction are in use. The council unanimously approved this action, and resolved that teachers ought to be examined ac¬ cording to a fixed uniform standard; having entered on work should be subjected to a probation sufficient to determine their capacity to manage and direct a school; and, hav¬ ing passed such a probation with success, should be secure of continuance unless removed for proven cause. At the last session of the council the committee on an industrial State public school for poor and dependent children declared their resolution to continue the effort to secure such a school. Then, after discussion of the “basis of promotion,” and “ the disposition to be made of pupils that fail to meet requirements for it,” “subjects and methods of discussion in teachers’ meetings and associations,” were presented, and other business disposed of. Utica was made the place of meeting in 1888, and Superintendent Snow, of Auburn, was chosen as president of that meeting. , The thirty-third annual meeting of the New York State Association of School Commis¬ sioners and Superintendents met at Binghamton, January 18, 1888. Mr. White, of Syracuse, in an address as president, spoke of these meetings of teachers as of great im¬ portance, and thought the law should make the time spent by the teacher in attend¬ ing them no pecuniary loss to him, and that town association meetings should be held on regular school days. He favored the township system and special training for rural teachers. The principal of the Potsdam Normal School spoke of the school commis¬ sioner as a hygienic inspector. It was his duty to see that the schools, teachers, and pupils were tidy and the school-houses ventilated. The commissioner of Onondaga, in discussing “The Teachers’ Institute,” said that the very teachers who need their in- TRAINING OP TEACHERS. 441 atmction were those who failed to attend, and he would have the certificate to teach de¬ pend upon full attendance during the live days the institute lasted. He advocated the district institute, and the publication of a complete programme. The instruction should be practical ; instruction in the elementary branches, not line-spun theories and lectures, should bo given. Fully 18 per cent, of the licensed teachers failed to attend the insti¬ tutes during the year. The commissioner of Broome County read a paper on “ Recent School Legislation,” in which a plea for the improvement of the country school was urged. Mr. Draper, in his address on the duties of the school commissioner, said that the commissioner was the one man authorized to modify the limits of school districts. His also was the duty of supervising and preventing the farce of a poor school, and to abate nuisances jin the shape of buildings and outhouses. The commissioner must use all his power to promote the highest interest of public education. His full time is re¬ quired, and should be given to the work. NORTH CAROLINA. “While we have many good teachers,” says the State superintendent, “we have a much larger number of inferior ones. Many of our teachers are themselves school boys and school girls, without sufficient knowledge in books, and especially without training in school government and management, to fit them to take charge of the very important and responsible duties of teaching and governing children.” The same officer recommends the establishment of a thorough system of county insti¬ tutes and examination of teachers, and that all teachers be required to attend. Also a training-school for white teachers and the abolition of the summer normal school for whites. The school known previously as the New Berne State Normal School has changed it3 location, and is now known as the State Colored Normal School, at Goldsborough, N. C., whence it issues its ‘ ‘ first annual catalogue. ’ ’ The State has fourteen scholarships at the Peabody Normal College at Nashville, which are all filled. There is a pronounced demand for a normal college. The normal schools (institutes) for the whites have done great good, but a regular normal college would do more, espe¬ cially if a better system of county institutes were established. Such action is to be asked of the General Assembly at its next meeting; which body, it is hoped, will adopt the plan. A start for higher training of teachers is what is needed now. Institutes. — The State received $750 from the Peabody Fund, which was expended on eight institutes in sums, with two exceptions, of one hundred dollars each. 1 ‘ Each of our normal schools (institutes) is in session annually from three to four weeks, ’ ’ says the State superintendent. ‘ ‘ These schools are for instruction of white teachers. The col¬ ored people have appropriations by the State, amounting to twice as much as the appro¬ priations to these institutes for the whites. The money for instruction of the colored people is applied at five different points, and at each point the school is in session about nine months per annum. These schools for the colored people are under the control of boards of directors, composed of white persons, and in each one there are employed as instructors three or four competent colored persons.” At the Hyde County teachers’ institute it was resolved that provision should be made for the establishment of a teachers’ training or State normal school, to be in session at least eight months of the year, and whose faculty during vacation should be required to conduct the institutes held in different parts of the State. Teachers’’ meetings. — The fifth annual session of the North Carolina Teachers’ Assem¬ bly convened June 13, 1888, in the assembly’s new building at Morehead City. The first day was devoted to the dedication exercises; of the other proceedings we have no account. There is quite a movement in educational circles for the purpose of promoting among the teachers and friends of education “social acquaintance and enjoyment, broader general information,” consideration of the best methods of teaching, mutual and practi¬ cal aid, etc. The name by which those associations are known is “teachers’ council,” and they seem to be organizing quite rapidly throughout the State. Any teacher or friend of education may become a member. The meetings are held on a Saturday once a month. OHIO. Numerous county institutes and teachers’ meetings have been held during the year, but we have but meagre statistics; too meagre for presentation, in fact. Of the many educational associations — State, sectional, tri-county, and inter-State — held during the year, the forty-second annual session of the Ohio Teachers’ Association, held at San¬ dusky, June 26-28, 1888, claims our attention principally. In his inaugural address Superintendent Clements, president of the superintendent’s section, maintained, (1) that 442 EDUCATION REPORT, 1887-88. people generally do value education, and, to tlie extent of their ability, use the means provided for the enlightenment and training of their children; (2) that they do not agree as to what makes an education valuable and practical; (3) that teachers, «as well as patrons, are not agreed as to what the education value of the different subjects of study is; (4) that educators are not agreed as to the principles on which education should proceed, and hence not agreed as to the methods to be employed. Not considering the third and fourth divisions, we will give some quotations from the remarks of the speaker bearing on the first and second : “We need no better evidence of the value put upon education in this country than the time and money devoted to it. More than seven millions of children were in daily attendance at the public schools during the present year. It is not easy to estimate the money value of the time of these children. If they had been put to work, their earn¬ ings would have gone a great way toward the support not only of themselves, but of the families to which they belong. It is quite impossible to determine the amount paid for books, clothing, and other supplies necessary to keep these children in school. The amount expended yearly by public school officers is a little more definitely known. From the most reliable information at my command I am satisfied that the value put upon common school education by the people of the United States is not less than $250,- 000,000 annually. Our people are altogether too practical to make such liberal invest¬ ments of time and money in enterprises that promise little or no return. They know there is value in education.’ ’ * * ***** “Multitudes of people care little for religion, and do less for its support. Multitudes, also, have little concern for the political affairs of the country, notwithstanding they must live under the laws made by those elected to office. There are, however, compara¬ tively few who are not deeply interested in the education of their children, and who do not make great sacrifices for its accomplishment.” As to what it is that makes education valuable the speaker said: “Notwithstanding this general appreciation of education in the minds of very many, it is not at all clear in what this value consists. There is an impression that somehow it raises one’s standing in society, it helps him in business, it increases his comfort and happiness. The father says: ‘I want my boy educated, so that he may not be obliged to dig for a living, as I have had to do. ’ The mother seeks to have her daughter educated, that she may be able to move in polite society, and, if ever she has to earn her own living, that she may do it in a more genteel way than by serving in a kitchen. “This of course is a very low view of the case, but it goes to show that each one fixes a value upon education according to what he wishes or expects to receive from it, and not according to what true psychological and sociological principles would give to it.” ******* “The word practical is applied to that which is useful in distinction from that which is ideal or theoretical. A practical education, then, is one that can be put to use in such ways as the possessor may desire. It is not simply ornamental, but is available in car¬ rying on the business of getting a living, in the performance of our duties as citizens, and the working out of our destiny as men and women.” ******* “ Does the possession of a given number of facts or principles which relate to the va¬ rious kinds of business in which men may engage form any considerable part of a prac¬ tical education; for example, the number of quarts in a bushel, or the number of acres in a section of land ? If so, it must be evident that a person’s education can be made practical to him only so far as the facts he has learned can be used in his particular call¬ ing. ‘ ‘ We might apply this line of argument to every kind of business, and we should find that there are a few facts, principles, and laws— few in comparison with the whole num¬ ber that mightbe known — useful in all occupations, but that each calling requires a knowl¬ edge of certain facts not useful in any other, unless very closely related to it. ‘ ‘ What is commonly known as mental discipline constitutes a far more potent and valuable factor in practical education than the mere acquisition of learning. It is strange that the advocates of practical education can not see this, and, on the other hand, it is exceedingly unfortunate that many of those who place a high value on discipline, place a correspondingly low value on the acquisition of knowledge for utility. If they can se¬ cure the symmetrical development of the whole mind, they seem to have accomplished their purpose, and care little whether the information acquired ia useful or not.” In his paper on “Training for Citizenship in Public Schools,” Dr. R. W. Stevenson said that the teacher had a twofold duty to perform, (1) ‘ ‘ by the discipline and govern¬ ment of the pupils and systematic training to obedience to rightful authority, integrity, industry, acute moral sense, and patriotism;” ^2) by imparting ‘ ‘such a knowledge of the TRAINING OF TEACHERS. 443 government, national, State, and municipal, as becomes citizens of a government whose people is tho highest authority and the final court of appeal on all political questions.” The president of the association, Dr. Alston Ellis, in his inaugural address said: “When I became a member of the Ohio Teachers’ Association, early in the seventies, the all-absorbing topic of discussion was the relative value of the classics and the so- called natural sciences as subjects of study. Wordy was tho disputation. The sword of argument was wielded by able hands. There were giants in those days, unless it be that distance of vision makes the characters that bore so conspicuous a part iu that con¬ troversy go through a process of looming. The ground of debate has but slightly shifted since then. The swift-recurring seasons of pedagogical refreshment have seemingly brought with them new issues, but a study of those issues shows them to be but the natural and logical outgrowths of those that went before. The former advocates of sci¬ ence hold a consistent course to-day in standing in the forefront of those clamoring so pertinaciously for manual training in the schools. They lauded scientific study because of its hand-shaking acquaintance with the material side of life. For the same reason they see in the proposed union of school-room and work-shop, recitation-room and kitchen, a happy realization of much for which they have contended. * * * Those who favored the classics have widened the definition of the term. They have ceased unduly to exalt the literatures of extinct tongues. In English literature they recognize a treasure-house of original thought expressed in such terms as to carry it straight home to the intellect and the emotions of the reader. They would have the instruction given to the young touch all the eternal elements in their nature with quickening power.” The character of the speaker’s address can be best stated in his own words, and was “in the nature of a protest against the materialistic tendency of the age, against that low, utilitarian idea of life that is dominating the minds and souls of our countrymen.” Superintendent Hartzler, in speaking of the County Teachers’ Institute, said that in the absence of county supervision and “certain other things we ought to have,” it is to be feared that too little is being done to reach the masses of the teachers of the State; each of the eighty-eight counties should have an institute. Mr. Holbrook thought that the progress of the institute was impeded by two conditions. In the first place, the ex¬ aminers did not attend (which they should do, as they need quite as much as others “the information, suggestion, and inspiration of the institute”), while their absence dis¬ credits the institute in the eyes of the teacher. In the second place, the antagonism between those who desired pedagogical instruction to enable them to teach well and those who desired the instruction that would enable them to pass a good examination should be compromised. The compromise the speaker would propose was that these professional meetings should be academic only so far as to illustrate methods — “the in¬ stitute should teach methods by teaching subjects.” Superintendent White, of Cincin¬ nati, after defending the institute from criticism which he thought implied by the re¬ marks of previous speakers, would make no compromise with that class of teachers who demand that the institute shall be a means of preparing them for getting teachers’ cer¬ tificates. In his paper on the “Defects in the Public Schools of Ohio,” Mr. Chaney spoke very much to the same effect as the president: “ Let the school become the ex¬ ponent of cleanliness as the church is of godliness; get clean teachers to inculcate clean secular doctrines and rigid moral civics, and such a reformation will sweep over this land as no nation has ever yet seen. ’ ’ Dr. Harris, of Concord, Mass. , spoke ‘ ‘ On the Necessity of Colleges to Supplement the High Schools.” The Eastern Ohio Teachers’ Association was held at Steubenville, November 25 and 26, 1887. A paper was presented on the 1 1 Utility of English Grammar, ’ ’ on which a pro¬ test was made against unmeaning definitions; and analysis, diagrams, and parsing were advocated. Professor Gar dy would answer the inquiry, “Why should we study peda¬ gogy?” by saying that the mind must be understood before it can be trained. The ses¬ sion was concluded with a paper on “ What we owe to our Pupils. ” The South-east Ohio Teachers’ Association held its meeting at Logan, November 25 and 26, 1887. The North-west Ohio Teachers’ Association held its nineteenth annual session at Fos- toria, December 26, 27, and 28, 1887. The meeting was opened by a lecture on ‘ ‘ Politics in Education.” On the second day of the session ex-Governor Foster took the ground that there should be no school supported at public expense higher than the grammar grade. A resolution was passed requesting the General Assembly to enact the township system; bring about (1) uniform length of term; (2) uniformity of text-books; (3) a clearly defined but flexible course of study, and (4) a board with executive authority and with responsibility. The State Association of School Examiners met at Columbus, December 28, 1887. Reso¬ lutions were passed urging the Legislature to provide for the expiration of the term of county and city examiners at the end of the school year, the examiners to be so ap¬ pointed that the term of one examiner shall expire each year, and that they be required to make their report directly to the State school commission; that a proper interprets- 444 EDUCATION REPORT, 1887-88. tion of tlie school law does not permit examiners to extend the time for examination for one certificate to two or three successive examinations within the same quarter; that ex¬ amination fees for State certificates be turned into the State treasury and the examiner be paid a specified sum, the fee to be three dollars to five dollars; that physiology and English literature be added to the common school course; and that boards of county ex¬ aminers be given power to compel attendance of witnesses in cases involving the revoca¬ tion of certificates. After voting to sustain the exertions of the State commissioner of schools in his efforts to have the present sub-district system of schools changed, the body adjourned. The Superintendents and Principals’ Round Table met at Warren, January 13, 1883. All the discussions were conversational and informal. Teachers’ meetings was the first subject taken up. The members seem to agree in thinking that the chief object of such assemblages was to beget a good professional spirit and to maintain the courage and en¬ thusiasm of the corps of teachers. As to professional reading there was no dissent to the statement that the most meagre outfit of a teacher is one good educational periodical, two or three good books on teaching, one good general newspaper, and one good literary magazine. A graded course in arithmetic prepared by Samuel Findley was discussed at some length. On the question of examinations and promotions various opinions were brought out. On one side it was maintained “ that the unity of our work hinges on them, ” as they give the judgment of superintendent and teacher. On the other it was maintained that the daily record gave the daily judgment of the teacher. Against daily records it was urged that it requires the major part of the teacher’s energy for marking, leaving but little for teaching. The question of percentage of attendance coming up, it was almost unanimously decided that many false statements had been published in re¬ ports about this matter. It was also decided that there should be a distinction between “tardy ” and “ late.” A committee was appointed to examine the school law to ascer¬ tain if the parent has any right to say that his child shall not study grammar, for in¬ stance. The Ohio and Indiana superintendents held a meeting at Piqua, February 24 and 25, 1888, at which questions relating to the attendance of pupils at school, free text-books, and hygienic criticism were discussed. On the 24th of the same month the South-western Ohio Teachers’ Association con¬ vened at Hamilton, and listened to papers on “ Practical Botany,” “What may we do to direct the Home Reading of our Pupils,” “ Teachers and Teaching,” “The Classics again, or shall we teach them,” “School-room English,” and “The Teachers’ Opportu¬ nity.” At the second meeting of the Eastern Ohio and Western Pennsylvania Superinten¬ dents’ Round Table, held at Ycuugstown, Ohio, March 9 and 10, were discussed a re¬ port on a graded course in arithmetic, a report on school statistics, and a report on parents’ right to select studies, followed by essays of a purely pedagogical nature. The Round-Table Meeting of the Superintendents and Principals of North-eastern Ohio and North-western Pennsylvania was held at Greenville, Pa., and will be noticed under that State. OEEGON. The provisions of the new law relative to the examination and certification of teach¬ ers are given in an earlier chapter of this volume; as to the employment of teachers, the superintendent speaks as follows: “The selection of teachers is often a difficult and delicate duty. The school directors are frequently beset by relatives of the applicants. Local influences are brought to bear. In some cases teachers are fearlessly and impartially chosen without regard to favoritism or nepotism in any form, while in others nepotism and partiality have prevailed with¬ out regard to the ability and experience of the person employed. The present method of examining teachers has been thoroughly tested for the past two years and the results have been carefully examined, and the general outcome of the work is a sure guarantee for educational success, and will aid in the selection of teachers. * ' * * Some direct¬ ors think that young teachers should be preferred, because they possess claims on ac¬ count of local residence, need of employment, and other reasons. Such influences should not prevail, and only those applicants who have the best qualifications, literary, profes¬ sional, social, and moral, should be selected.” Institutes. — During the year the several district institutes required by law have been held at the county seats as a rule, and with good results. The county institute is now obligatory. Touching these the State superintendent remarks: “There is no doubt that these conventions are of great benefit to teachers, as all act¬ ive, thoroughgoing teachers concede this. While this is true, the institutes are not ac¬ complishing all that is expected. The time allotted for the work is generally too short, TRAINING OF TEACHERS. 445 and for the annual institute the time set apart for the session should not be less than live days. “ In some instances the instructors have hardly time to present the outlines of their topics. Again, time is often frittered away in the discussion of questions of minor im¬ portance. Again, time is sometimes wasted by the extended discussion of special hob¬ bies. The time should be largely devoted to the presentation of the most approved and latest methods of instruction. : ' Of the fifty-eight institutes that should have been held during the two years covered by the report only thirty-five were held. In attending twenty-one of these the State superintendent was obliged to travel 7,300 miles. The superintendent has prepared for the use of county superintendents and institute instructors the following “daily pro¬ gramme of a normal institute for six days:” Forenoon. General discussion by the entire institute, 9 to 10 o’clock. Time, 10 to 10.30. Time, 10.30 to 11. Time, 11 to 12. First Day. Second Day. Third Day. Fourth Day. Fifth Day. Sixth Day. Orthography, Methods of and Principles. Reading, Methods of and Principles. Arithmetic, Methods of and Principles. History, Methods of. Language, Methods of. Geography, Methods of. Afternoon. General discussion by the institue, 1 to 2 o’clock. Time, 2 to 2.30. Time, 2.30 to 3. Time, 3 to 4. First Day. Second Day. Third Day. F ourth Day. Fifth Day. Sixth Day. Object Lessons, Methods of. Penmanship, Methods of. Arithmetic, Methods of and 1 Principles. Language, Methods of. School Organization, Methods of. School Recitations, Methods of. The programme is merely suggestive of the work that may be accomplished, within the time specified, by an active conductor and assistant instructors, who give strict at¬ tention to economy in time and methods of work. The programme itself may be readily revised to meet the wauts of the several districts and counties. Evening exercises may consist of lectures and general discussions. To the members he would suggest that they— (1) Attend each session promptly and regularly. (2) Make copious notes of the work done and keep them for future use in the school¬ room. (3) Give their earnest attention to the instructors and enter heartily into all general exercises. (4) Ask questions of instructors at the close of each exercise. (5) In general discussions confine themselves to the general principles of the question in hand and not distort the discussion into “pet” specialties and personalities, remem¬ bering that the institute is a school and not a debating society — to instructors he would suggest that they are to teach rather than lecture. Teachers’ meeting. — The Oregon State Teachers’ Association held its annual meeting in the capitol at Salem, J uly 6, 7, and 8, 1887. The meeting was attended by three hundred and twenty-five^ teachers, not only of the elementary but of the secondary and superior institutions of learning. In the department of superintendence two of the great problems of the day, country schools and institutes, were up. manual training not appearing. The association has a novel feature, a department of music. In this were discussed (1) the best methods of teaching vocal music in public schools; (2) what should he the character of school music; (3) vocal music as an opening and a closing exercise; (4) methods of training childrens’ voices. Local meetings are increasing in number and in some instances have become in reality a teachers’ institute. 446 EDUCATION REPORT, 1887-88. PENNSYLVANIA. In liis last report State Superintendent Higbee speaks of tlie normal-school question in the following terms: ‘ ‘ In former reports we have had much to say in reference to our normal schools, which need not be repeated here. It is enough to call attention to the fact that in a Common¬ wealth requiring over twenty thousand teachers, if we hope to'secure professional skill we must have normal schools. Such is the uniform experience of every State and nation where education finds public recognition. If our normal schools are to furnish teachers for our high schools only we have too many of them. If, however, they are to reach, down to our primary schools as well and help to fix firm the foundations upon which all must rest, the eleven which we now have, although remarkably well attended, fail in supplying the demand. We regard these schools as a necessary part of our common- school work, and insist upon their watchful attention to the history and methods of instruction in every department of study which is embraced in the work of our common schools. They need and deserve the generous support of the State. We have for along time thought that they should be more closely connected with the State. Without doubt the circumstances surrounding their inception fully justify their peculiar organ¬ ization, and arouse the educational interest and zeal of the districts which are challenged to meet the severe demands of the law; the time has not yet come, we think, for any great change. We have no special legislation to ask in their behalf other than that they be generously supported in their work by the State. ’ ’ Erie. — The training of the high- school graduates in the elements of practical teaching has met with greater success than was anticipated. Not theories and words, but skill in imparting knowledge has been the aim of the instruction. The teachers’ training class was organized September, 1883. The class of 1884 con¬ tained fourteen members; that of 1885, twenty-one; that of 1886, nine. Of the first class, eight do very good to good work in management and instruction and five do fair to good work. Of the second class six do very good to good work and eight fair to good. Of the third class five are making a very good or a good record, and three stand fair to good. Not every member of the class had become a teacher, and in making the comparison the best teaching has been taken as a gauge. The class has insufficient accommodations, and the superintendent thinks that it will be a decided step in advance when they are supplied. The teaching of the graduates of the training class has demonstrated their superiority over the graduates of the high school who have become teachers. Philadelphia. — During the year three hundred and ninety pupils left the school, dis¬ tributed as follows: Obtained principals’ certificates . 29 Obtained assistants’ certificates . 157 Obtained trial certificates . . 21 Withdrew while teaching . 9 Left during the term without submitting to the final test in teaching . 10 Graduates who “did not intend to teach ” . 11 Incapacitated by ill health . 2 Needed at home . 5 Deceased . 2 Removed . 19 Admitted but never attended . 41 Failed during the term . 51 Failed at examination . 33 Total . 390 The average age of the pupils in the school, 1,230, December 31, 1887, was seventeen and one-fourth years. Two departments were added during the year— a kindergarten and a cooking depart¬ ment. The course of study of the kindergarten department embraces psychology, history of education, physical culture, music, free-hand drawing and modelling, kindergarten philosophy, and practice in teaching. At the close of the year those who desire to teach will be examined in the above-named subjects, and those found qualified will be awarded certificates to teach in the public kindergartens. The cooking department was established under the auspices of the Public Education Association, with the authority of the board of education and by direction of the com¬ mittee on Girls’ Normal School. At present it is supported by private contributions. It is thought that it will contribute largely to the proper education of the normal pupils. The instruction is confined to Class B, numbering 280, each of whom will re¬ ceive during the year twenty lessons. The work, which is satisfactory to teachers and pupils, embraces the philosophy and chemistry of cooking, given through lectures and daily lessons. The minimum age for admission to the normal school is fixed at fourteen. On the un- TRAINING OF TEACIIERS. 447 desirability of fixing the limit so low, the principal remarks: “It is sad to see, every vear, tho almost superhuman efforts made to control the children in the school of prac¬ tice by those who, because admitted to the school so young, are comparatively children themselves. And the final result, in many cases, is failure, or its equivalent to them, a trial certiiicate. It is sincerely hoped that should the board of education in its wisdom establish a girls’ high school, as is now contemplated, they will see the great importance of fixing a riper age for admission to this [the normal] school.” In this comprehensive and thorough report we find a note of the work of the graduate students, whose teaching continues to give the most gratifying results. Although all labor assiduously for success, some attain it only with the greatest difficulty because too young to perform the duties required, while others fail because teaching is not their vo¬ cation. Waym County Summer Normal School, Honesdale. — In the summer of 18S7, in response to the request of a number of teachers and directors, a summer normal school was opened and conducted in the Honesdale High School for four weeks with marked success and the most gratifying results. Encouraged by the results of this session a similar one was to be held during 1888, with increased facilities and a better knowledge of the wants of the teachers of the county. The object of the school is to thoroughly review all the common branches taught in the schools of the county, to discuss their organiza¬ tion and the aims of elementary teaching and its methods and means, to present educa¬ tion as a science, and finally to show the use and value of illustrative apparatus. Institutes. — Sixty-six county institutes were held during the year from September, 1887, to January, 1888, and three city institutes. These institutes were in session five days each and were attended by 19,917 actual members, including 16,998 employed in the common schools of the counties. The directors present numbered 3, 045, and the spectators 36,250. The number of instructors and teachers present was 641, and of es¬ says read 214. The cost of these meetings was $50,135, of which $12,727 was paid by the county treasuries and $15,321 by members. Speaking of these meetings, the State superintendent says:1 “To gain a clear, general knowledge of the educational work of the State one must attend the county institutes. In these annual conventions the superintendents can be seen in the very midst of their activity with all their teachers marshalled around them. Here, also, many of the most active school directors can be met, together with many of the most intelligent citizens, who thus show their interest in public instruction. Here, indeed, all the educational forces of the counties are in consultation, for our institutes serve a double purpose. While not neglecting the normal drill and instruction of the teachers, they awaken public sen¬ timent in reference to their work and success. Hence here the various educational ten¬ dencies of the State reveal themselves, and can be studied as nowhere else, and either checked or encouraged as the case may seem to require.” In comparing the Pennsylvania system with that of an adjacent State the superinten¬ dent says: “We prefer the Pennsylvania system; for, while demanding the best exer¬ tions of the superintendent in behalf of his teachers and their work, and giving him full freedom to make himself powerfully felt in their advance, it at the same time challenges large communities to an increased interest in the work of the schools, and gives the State department the very best opportunity of knowing the educational interest and sentiment in the various communities of the Commonwealth.” Teachers' meetings. — The thirty-fourth annual session of the Pennsylvania State Teach¬ ers’ Association was held at Scranton, July 3, 1838. Education as a qualification for voting, the beautiful as an educational factor, temperament in education, education and heredity, education and crime, and education and industry were before the association during its several days of session. Questions so large as these require, even as abstracts, more space than may here be given; an abstract of the several speeches on industrial education, however, will be given in Chapter XV, Section HI. Dr. Wickersham in his paper on ‘ ‘ Free Text^Books ’ ’ said : “To make a school tree, you must make all free that belongs to it. To the school belong the house, the furniture, a teacher to impart instruction, and suitable apparatus to aid him in the task, and to these must be added the text-books, for they are the teacher's tools and as necessary to the pupil as a seat or a black-board. Without free text-books systems of schools are not free. ’ ’ Miss E. M. Reed, late principal of the Reading training school, in her paper on * ; Primary W ork ; its Purpose and its Character, ’ ’ grouped her remarks under four heads — the intellectual, the moral, the aesthetic purposes in primary work, and, finally, its character. The primary course is from six to ten. At this age presentative power is most active, and memory and imagination are standing ready to use the products of knowledge gained through the senses. Reason and judgment will soon catch the dis¬ jointed threads of facts, weave them into comparisons, and measure off generalizations. 1 Pennsylvania School Journal, Dec., 1SS7. 448 EDUCATION EEPOBT, 1887-88. But facts must be furnished and the greatest stress should be put upon the sense-con- 'Ceptive power. A common fallacy among teachers is to think that the “moral welfare ” of the child will take care of itself. False excuses should not be listened to and sham of all kind avoided. Practical every-day acts of self-control, honesty, and obedience on the pupil’s part are worth volumes of precepts to the child, when he is a man. Closely allied to moral training is cultivation of a sense of the beautiful. Call attention to the beauty of the clouds, to the beauties of a brilliant sunset, the harmony of colors, and of symmetrical forms, and read stories, such as Ruskin’s “King of the Golden River.” Primary teaching, in the first place, should be objective, and in the second, oral. Professor Heston, of the State College, would answer the question, “What can the University do for the Common School?” by saying establish chairs of pedagogics, to train men in the science of teaching— not the technical work of the normal school, but the training of educators, who shall create and mould educational sentiment. The ‘ ‘ chair of pedagogics ’ ’ would train men for professorships in normal schools, who would put life into the science of education. Mr. Shimmell, of Philadelphia, presented the “Teachers’ Tenure of Office.” No fea¬ ture of the American educational system, he said, is so discouraging to teachers as the uncertainty of their tenure of office. Low wages, frequent examinations, and short terms all tend to degrade the profession, but the worst of all is to be dismissed without cause. If the teacher cannot be dismissed before the end of a term unless for “incom¬ petency, cruelty, negligence, or immorality,” why should he be dropped at the end of a term unless for the same reasons ? It is a deplorable fact that many teachers fail to make a re-election because they are antagonized by a few influential men with a grievance. It may be said that a charge of incompetency or negligence would be hard to prove; and indeed these terms are so indefinite, that thousands of dismissals are wrongfully made by virtue of their comprehensiveness. Teachers sure of their tenure might become indif¬ ferent to their professional progress and duties, it may be said. Not so; uncertainty, not certainty, destroys ambition and enthusiasm. Superintendent Sturdevant, in his paper on the “ District Superintendency, ” said that more than one-half of the entire number of schools in the State are single, ungraded, country schools. The number of children attending the country schools is not known, but it is probably more than half of the 930,000 in the State. Notwithstanding the ne¬ glect of these schools by “doctors of pedagogy” and ‘ ‘ distinguished foreign and domestic visitors, ’ ’ they are neither numerically nor vitally less important than the better provided for city and borough schools. Throughout these schools there is a want of intelligent, concentrated, continued work. For this there is no single remedy; but one of the most important is closer and better supervision. Directors do faithful work, devoting no small amount of time gratuitously to school meetings; but few of them would claim ability to supervise schools as to methods. If there is no complaint the school is successful. In large counties the county superintendent can, with his other duties, visit the school but once a year. Where the teacher is to be trained and her methods radically changed he can do but little. The need of district supervision has long been felt in Pennsylvania. The law of 1885 provided for superintendents in cities, boroughs, and townships having over five thousand inhabitants. But the law was a blunder: for not one township in a hundred has a population of five thousand. Create in each township having not less than ten schools, or m two or more adjoining towns having not less than ten or more than twenty schools, a principalship to be filled under the same provisions as borough principalships. On the following day a resolution was passed asking the State superintendent to use his influence in securing legislation for establishing throughout the State a district su¬ perintendency subordinate to county supervision. Other resolutions were also passed emphasizing the importance of temperance as a study in the public schools; favoring free text-books; commending the recent action of the Legislature in fixing the minimum school term at six months; for increasing the State appropriation, and for paying teachers while attending institutes; denominating the normal schools as an essential feature of the school system; favoring a closer union of the public schools and higher institutions of learning; and finally welcoming the present agitation of the subject of manual and industrial training as well calculated to secure consideration of the practical ends of ed¬ ucation. On January 26, 1838, the city and borough superintendents east of the Alleghanies met at Lancaster. Five topics were discussed: Examination of schools, Qualifications for transfers, Intellectual growth of teachers, Teachers’ meetings and institutes, and High school commencements. We regret that we can only speak of the second and third topics, which are especially appropriate to this chapter. Superintendent Gotwais thought that teachers did not read enough either professionally or generally; Superin¬ tendent Ballentine, that increased professional knowledge was closely connected with in- TRAINING OF TEACHERS. 440 crease of salary; a view concurred in by Superintendent Shelly. Superintendents Hoff¬ man. JIarpel, and Buehrlo said the teachers under thorn wore following a course of pro¬ fessional reading. Superintendent Shelly holds two meetings each month two hours long in the evening. A normal class, consisting of those learning to teach and those who liavo had less than live years’ experience in teaching, meets twice a month. Superintendent Ballentiue calls special meetings when necessary; Superintendent Gotwals holds semi¬ monthly Saturday meetings of teachers of different grades; Superintendent Harpel re¬ ported meetings of teachers and directors. On the 10th of April, 1888, the county, city, and borough superintendents met at Har¬ risburg. The attendance was made up of fifty-one county and thirty-five city or bor¬ ough superintendents, and five normal school professors. Superintendent Wolf, in addressing the convention on “Institutes and their General Management,” said that institutes were valuable as causing the association of teachers, fostering a professional spirit, inculcating professional knowledge, affording an oppor¬ tunity to hear the keen, pointed address of experienced educators, serving to awaken public interest, and finally, as the best means of communication between the several ex¬ ecutive branches of the system. A committee having been appointed to report on the best time for holding the institute, it was recommended that no institutes be held dur¬ ing the last week in December, known as “holiday week;” that in counties having the longer average term the institutes be held as soon after the opening of the term as pos¬ sible; that all superintendents be requested to decide on the time of holding their in¬ stitutes as early in the school year as practicable, and at once report the date to the su¬ perintendent of public instruction. The percentage and statistics of attendance received attention. The State superin¬ tendent was requested to prepare a definite rule governing the matter of obtaining a per¬ centage of attendance, which caused Dr. Higbee to remark: “After the rule is made how are we to prevent some from reporting 125 per cent ?’ ’ and Superintendent Patter¬ son to say that the present instructions are plain enough for those who are willing to follow them. Dr. Buehrle offered a resolution that free-hand drawing be included among the branches required to obtain a teachers’ certificate, as well as among the branches of study in every school district. This was proposed to obtain legislation, and if industrial education is to be introduced, this was the place to begin. After amending the resolution by omit¬ ting the word free-hand the resolution was adopted. Superintendent Shelly spoke on the ‘ ‘ Selection and Transfer of Teachers, ’ ’ and Superintendent McNeal on the ‘ ‘ Exam¬ ination and Qualification of Teachers. ’ ’ Dr. Wickersham, having been invited to address the convention, recalled the first meet¬ ing of the Pennsylvania superintendents thirty-four years ago in the very hall in which his hearers were then seated. ‘ ‘ I well remember, ’ ’ he said, ‘ ‘ that peculiar body of men, most of whom have gone to their long homes. When those first superintendents were elected few of them had any definite knowledge of what they were to do, and some counties elected them to do nothing. McKean County fixed the salary at $250, and it cost the superintendent one-half of it to come to the meeting, and that was the earnest of the years of faithful work that followed. Berks made the salary $250, expecting the officer to resign; he did not, but came here, went home and served his term faithfully. The superintendent of Somerset, if I am rightly informed, walked all the way from his county to Harrisburg to attend the convention and back home again, being unable to pay his fare on the railroad. * * * WTiat the body lacked in educational knowledge it made up in zeal, and to that small body of men this Commonwealth of Pennsylvania owes a debt of gratitude that can never be paid. * * * I was a member of that con¬ vention, and have been in all but one or two since. * * * And while I know, and am glad to know, that the least of you may be in advance of the best men of that day, I hope you will not forget that they were as willing to work and to make sacrifice, per¬ haps more so, than any who have followed them. 5 5 In the November number of the Pennsylvania School Journal the action of the school directors of Schuylkill County, in ibrming a “directors’ association,” is the occasion for the editor’s inquiry, “ Why not organize similar associations of school directors in all the counties of the State? ” At the twentieth annual session of the Wayne County Teachers’ Institute, held at Honesdale, January 2-6, 1888, Principal Twit my er, in speaking of the cause of poor schools, said they were due to (1) the poor building, (2) the constant change of teachers, (3) short terms, (4) irregular terms, (5) poor classification, (6J inadequate supervision, and (7) indifference on the part of the community. On the part of the teachers the cause was due to (1) insufficient education, (2) lack of professional training, (3) want of judg¬ ment, and (4) want of enthusiasm; and to rectify these last evils as far as possible was the object of the institute. 29 ED • 450 EDUCATION REPORT, 1887-88. EHODE ISLAND. Johnston, — “Important as buildings, apparatus, books', and tbe prompt attendance of tbe pupils are, tbe motive power in tbe school is tbe teacher, ’ ’ says tbe superintendent. “ To secure such teachers two things are necessary: First, to demand tbe qualifications which are essential in the competent teacher; and, second, to offer the compensation which corresponds to ability of that class. * * * No one, however, ought to attempt to teach, and I think no one ought to be authorized to take charge of a school who has not made the work of teaching the subject of special, careful, and thorough study; if not in a normal school, then by extensive and wisely choeen reading, by visiting schools, by listening to discussions of educational questions, and in whatever way insight into the science and art of teaching can be obtained. ’ ’ Newport . — The city superintendent continues his appeal for a training school for teach¬ ers, considering it “as the principal educational question before us. ’ ’ He asks the board to consider the question in view of the probability that the vacancies occuring in the corps will have to be filled by promising, yet untrained, young lady residents. The present plan of employing assistant teachers is a good one, so far as it goes, but vastly inferior to the training school, which could be established without an increased expend¬ iture. As to the work which would be attempted in the training school, it would be the duty of the principal to give daily, out of school hours, say at 11.30 a. M., to her pupil teach¬ ers a lesson upon the principles and methods of teaching, such as are given at the State normal school, the class being required to make diligent study of the subjects. These lessons would include, among other things, an exemplification of the best ways to teach the common school studies, making constant reference to a pedagogical library, which should be established. In school hours it would be the duty of the principal to instruct the children of the four rooms in succession, requiring the pupil teachers to observe, and afterwards to repeat and continue the lessons. No person should be admitted who had not received an academic education, and any admitted that gave little promise of success should be advised to withdraw. After a service of twelve or eighteen months a diploma of graduation should be given. Of the fifteen or sixteen teachers appointed to teachers’ positions in the city schools during the last six years but five or six had followed a normal school course. The schools of Newport, says the superintendent, must inevitably lose their creditable standing un¬ less they shall be governed by a recognition of the principle that obtains in professions other than teaching. Pawtucket. — “Referring to your circular,” says Superintendent Sherman, “asking information about our ‘Normal’ schools, etc., I have to say that our Training School, so called, is only an attempt, on a small scale, with the means at our disposal, to do the best we can in this matter as a beginning. It is not large enough, complete enough, sufficiently systematized, nor well enough established, for us to make any claims, or look for any results as bases of opinion as to its merits as yet. Of course we hope it will prove a success, and mean to make it better as fast as possible.” Teachers ’ meetings. — The meeting of teachers held at Cranston, in February, was suffi¬ cient to prove, says the school committee, that they are a great help to the teachers. It is hoped that at least three will be held during the year 1888-89. The fourty- third annual meeting of the Rhode Island Institute of Instruction was held at Providence, in October, 1887. We have no report of the proceedings. The Barnard Club, of Providence, has opened its membership to teachers from other parts of the State. SOUTH CAEOLINA. In his report for 1888 the State superintendent thus speaks of the normal school and institute work of this State. Normal schools. — “The Legislature established a normal college for males within the South Carolina University. The trustees placed at its head Dr. E. E. Sheib, a gentle¬ man of liberal culture, who came to us from similar work in the College of Louisiana. He has already made an auspicious beginning in institute work at Orangeburg, where he was given a most hearty welcome. He is aided by an able faculty, and those who at¬ tend his classes will have exceptional facilities for acquiring the most improved methods. By a happy arrangement with the trustees of the Winthrop Training School, the students of both institutions have the privilege of attendance upon the lectures of both colleges and the practice classes of the latter. “The Winthrop Training School for Females was established two years ago. It was founded by Superintendent D. B. Johnson, with slender means, and seemed as frail a bark as the Mayflower of the Pilgrim Fathers. To the timid it promised nothing but disaster to mariners and crew. Under the skilful and practised hand of its president, it has weathered the storm. TRAINING OF TEACHERS. 451 “Two classes have been graduated from this institution, and, without exception, are employed in positions of usefulness. The State gave to each county a free scholarship, which was filled during the summer by competitive examination. The institution opened under the best auspices, with fifty-one students in attendance. There were over one hundred applicants for the scholarships. The money for these beneficiary pupils is paid out only on my order, after the certificate of Superintendent Johnson is presented. “ This movement is rich in promise alike to the State and to these young ladies. We secure trained talent for the schools, and they have the means of an honorable living. This is the first dollar South Carolina has given to educate her daughters, and it has been most worthily bestowed. The standard for admission, now good, will be gradually raised, and the most progressive and modern methods of teaching will be presented here. Superintendent Johnson is ably and faithfully seconded by his faculty. “In behalf of the women of the State this school demands active and intelligent sup¬ port. It is proper to say that this effort was made possible by the liberality of the Pea¬ body trustees, through their accomplished secretary, Dr. S. A. Green. The name was given in honor of the Hon. Robert C. Winthrop,the patriot and scholar, whose interest in its success has in various ways been manifested. Institutions for normal training are now a part of the ordinary educational machinery, and need no vindication. They are to the teacher what the moot court is to the attorney, the dissecting room to the physi¬ cian, the studio to the artist. They present the most matured views of the most success¬ ful teachers. The student, it is presumed, has gathered the knowledge of books, and in these training grounds he finds out the readiest means to impart information. It is pre¬ sumed that the State has only begun this work. Modifications may and will be needed in the plans of operation and in the methods of assistance. She can never retrace her steps. “ Institutes. — Sixteen county normal institutes have been held in the State during the year. In Greenville were gathered two hundred and fifty teachers. For two weeks in¬ struction was daily imparted by a large faculty. In Orangeburg the attendance was large, and, daily, numbers of citizens assembled to hear the instructions of the very able fac¬ ulty in charge. One unusual and very interesting feature was the “Trustees’ Day.” By active effort School Commissioner Mellichamp secured the attendance of about sixty trustees, and I had the pleasure of addressing them on the subject of their relation to the work of common schools. It was, indeed, a great source of gratification to see such a gathering of representative men from all parts of the county, who gave their time and energies to the public service without pecuniary reward. The reports from the other counties show a large attendance and a great amount of good done by these annual gath¬ erings of the teachers. The amount of money allowed by the State from the county school fund is handsomely supplemented by the trustees of the Peabody Fund. I am sure no other agency and no equal amount of money spent does more good. It is the only aid for the teachers in the field. They need this help, they desire it, and they use it for the best purpose. The only change I suggest is that the institutes should be un¬ der some one general direction, and the faculty and work selected by this agency. One week’s faithful labor will kindle enthusiasm, weld into a common purpose the varying plans of separated teachers, direct into one channel the divided forces of distant sections, and impart what is valuable in new methods to old teachers. ’ ’ Florence. — The graded school of this town has a normal department connected with the high school. Its object is to prepare teachers. The pupils are taught: (1) A knowledge of the common school studies and the best methods of teaching them; (2) psychology and its application to teaching; (3) school management. During the whole course spe¬ cial attention is paid to class methods, the art of questioning, kindergarten methods, methods of teaching elementary branches, and methods of teaching the higher branches. There were five pupils in the senior class and ten in the junior. Teacher s' meeting. — The annual convention of the association was held July 11, 1888, at Columbia. The State superintendent addressed the assemblage on the merits and de¬ fects of the State school law. The subjects of History, English, and the Bible in our schools were presented and discussed. Miss Bonham, of the Winthrop Training School, urged the necessity of reading school journals and books on education as (1) stimulating; (2) as arousing professional pride; and (3) as a means of getting new ideas. Air. Clink- scales said the great obstacles to the success of the State school system were want of money and competent county supervision. County commissioners should be appointed, not elected. Miss Martin, in speaking of Moral Training in the Schools, said the foundation should be laid at home, and that public exhibitions and prize-giving are pernicious, be¬ cause they foster a love of display. In discussing the question, “What Constitutes a Model [ideal] School, ; ’ Mr. Baird said that the schools had been too long used by young college graduates as stepping-stones to other professions. Mr. Curtiss said the object of an institute was to instruct the non-profe3sionally trained teachers, and that institutes should be conducted by skilled persons. Superintendent Greenville, in speaking of 452 EDUCATION REPORT, 1887-88. teaching as distinguished from cramming, said that it was the art of causing to know. It was a profession, and the school room should be no longer an asylum for briefless law¬ yers, preachers without churches, and doctors without patients. Miss McCants spoke of the “Professional Qualifications of the Teacher.” A good teacher, it has been said, is possessed of three qualities: knowledge, patience, and sympathy. The speaker would add a fourth, discipline. During the session the chairman of the committee on membership' stated that of the 3,000 teachers in the State but 110 are members of the association. Among the several resolutions passed was one expressing the gratification of the meeting at the action of the last Legislature in recognizing it to be the duty of the State, to herself and her chil¬ dren, to provide professional training for the future teachers of the public schools, as shown by the provision for the professional training of young men at the university and of young women, by means of county scholarships, at the Winthrop Training School. Some advance was made in the matter of arranging for a permanent place of meeting. TENNESSEE. The Peabody Normal College, late State Normal School, has been referred to in the foregoing. It only remains to notice the other State agencies for the training of teachers; and first— Institutes. — These for the last year have been very successful, says the State superin¬ tendent, and are doing much to improve the country school teachers, but few of whom have been professionally trained. Twenty-three Peabody Fund institutes were held, seventeen for white and six for colored teachers. They each, as a rule, continued in session for one week, but in some instances two, and even three. Besides these a ma¬ jority of the counties of the State each held a local meeting of the kind. Teachers’ meeting. — The twenty -fourth annual session of the Tennessee State Teachers’ Association met at Cleveland, on August 7, 1888. The manner of proceeding of the as¬ sociation being to refer subjects of special importance to a committee for report, as is done in legislative assemblies, our attention is naturally drawn to the expressions of opinion of these committees. The Committee on Pedagogy reported that to secure the professional training of teachers the requisite is normal instruction, which should be im¬ parted, first, through normal schools or colleges; second, through teachers’ institutes or summer normals; and, third, by prominent schools and colleges instituting a chair of pedagogy; that this instruction should be given at State expense; that skill is fostered by State and county supervision; that books and journals, associations and reading cir¬ cles are an educational necessity; that a monthly outline of 1 1 pedagogical ’ ’ study should be prepared, which county associations should make a prominent feature of their work; and that a column of the county newspaper should be secured for discussion of the county school affairs. The Committee on Teachers’ Institutes made a report providing for State and county institutes. The Committee on Literature reported in favor of the topical method, with the text-book as a book of reference; that the institution should begin on the lower grades and with American literature, and then English, closing with American. “We discussed the reason,” the committee says, “ why literature should be considered a prom¬ inent branch of school work, and came to the conclusion that for the development of the thinking power of the student and for the formation of a habit of accuracy it could hardly be excelled. ’ ’ The report of the Committtee on the Work of County Superintendents endorsed the work of that office, pointing out its well known usefulness when properly filled. The Committee on Primary Work in its report advocated among other matters that the child be put to writing the first day it enters school. “ Do not waste time on the alphabet ; teach words. ’ ’ The Committee on Manual Training endorsed that subject as education and recom¬ mended that it be a permissible study of the common school course. The Committee on School Supervision distributed that subject into four categories, State, county, city, and by principals. Only the last of these calls for particular attention. Assuming other qualifications, the principal should be familiar with the course of instruction, that he may be able to properly assign any pupil on entrance. To do this there must be a sys¬ tem of grades, observation of class- work, and exemption of the principal from class-work, say, for one-third of the day. TEXAS. In treating of the normal schools of the State, the State superintendent speaks of the Sam Houston Normal Institute as a powerful factor in the improvement of the school system, and of the inadequacy of it3 building to accommodate the rapidly increasing number who attend. A building worthy of its importance and usefulness is asked. But there is a demand for another school of the kind caused by the size of the State and TRAINING OF TEACHERS. 453 tlie necessity of having more teachers. The Prairie View Normal Institute, the outcome of a failure to establish a branch agricultural and mechanical college for the colored people, is reported to be in a prosperous condition. Manual training has recently been introduced. The school is still under the control of the directors of the Agricultural and Mechanical College. A chair of pedagogy should be established in the State uni¬ versity, for there should be some institution in the State capable of preparing high school teachers and scholarly city and county superintendents. Institutes. — The State superintendent, in speaking of these, says that as the normal schools affect directly but a small portion of the work of the schools, scarcely a ninth of the schools being taught by teachers who have enjoyed the benefits of a normal school, the professional improvement of the other teachers must come through the institutes. Yet as only one-tliird of the counties hold institutes, measures must be taken to intro¬ duce them more generally. The attendance of teachers should be made mandatory, their pay continuing, and three or four experts should be sent to the several counties to organize and conduct institutes for one week each year. As an aid to institute work a programme of exercises for six institute meetings, to be held in the months from Janu¬ ary to June, inclusive, was sent out by the superintendent, and if followed will improvo the institutes generally. But the difficulties in the way of the institutes are so great under the present law that little hope can be entertained of their general success until it is amended in the particulars above suggested. Teachers' certificates. — Still using the report of the State superintendent, we find that as an aid and guide to the boards of examiners, complete sets of examination questions have from time to time been sent out, with complete instructions as to the manner of conducting the examination, a plan that has given satisfaction and might be well em¬ bodied in the statutes. These examinations, however, only test one side of the teachers’ qualifications; the final test is the work in theschool room, but for this the law makes no pro¬ vision; county superintendency should be mandatory, not optional. The requirements for teachers’ certificates should be raised, especially those for the second and third grades, and no person ignorant of the theory and practice of teaching should be author¬ ized by the State to teach a public school. A higher grade of certificate than the first should be instituted, relieving men and women of undoubted ability from the annoyance, and sometimes humiliation, of repeated examinations by men in every way inferior to them in knowledge and skill. Teachers' meetings. — The annual session of State Teachers’ Association was held June 26, 1883. The president, in his address, spoke of the various influences and qualifica¬ tions not of a pedagogical nature which often avail more than professional knowledge in the selection of a teacher. He criticised the want of zeal in teachers in failing to join the association, remarking that of the ten thousand teachers in the State only two hun¬ dred were present, and that there were teachers in their State that did not know that they had an association. Of the several papers on “Enthusiasm,” “Conversation,” the “Public School System of Texas,” and others, the Office has no full account. The public school superintendents of North Texas met at Dallas, October 29, 1887. "We have no record of the proceedings. VERMONT. At the normal school at Castleton the standard for admission has been steadily raised, being now 75 per cent., while for advancement from class to class in course the per¬ centage required is 80. This has resulted in a corresponding advance in the age of the pupils attending the school, the recent graduating class averaging twenty-one years. In the last seven years the first course of study has been lengthened from one to two years, and from it have been graduated one hundred and thirty-one pupils. The second course has been lengthened from one to one and a half years, and from it have been graduated twenty-four. At the normal school at Randolph ten weeks were recently added to the time for the study of pedagogical subjects and ten more are to be added during the coming year, so that now for seventy of the eighty weeks of the course a study of the principles is one of the four main lines of work. But the study of education, says Principal Conant, from whom we have quoted the foregoing facts in regard to this school, should extend through the entire course, and more time is needed for the study of natural science. We can not do better in closing these brief remarks on Vermont normal schools than by quoting from Principal Leavenworth’s report to the State superintendent: “The normal schools of the State are meeting and supplying the demand for better equipped teachers. Many attend for a part of the course, and then engage in teaching. So great is the demand for their services it is difficult oftentimes for them to get away from their schools so as to return and complete the course. For the amount of the assistance re¬ ceived from the State, it is gratifying that the normal schools have been able to do so 454 EDUCATION REPORT, 1887-88. much. The best training in methods I conceive to be the most thorough instruction in the branches to be taught, and the uniform success of our graduates seem to fully war¬ rant this conception. ’ ’ Teachers’ meeting. — The annual session of the Vermont State Teachers’ Association was held at Brandon, January 26, 1888. Mr. Hume, of Boston, spoke of the tendency to teach too many things. Right thinking and right acting should be the real fruits of edu¬ cation. Miss Wells, of the Castleton school, in her article on * ‘ English Grammar, ’ ’ thought that pupils should be led to see that grammar in books is the same as grammar in ordi¬ nary life. Mrs. Dewey, in her paper on “ Morals and Manners, ” thought that incidental teaching of morals in the school of more value than formal instruction. The teacher should be an object lesson on the subject. In Miss Lowry’s paper on “Books and Schools,” it was said that it was quite as essential to teach children what to read as to teach them to read; and to do this the teacher must be capable of judging as to the value of a book. Principal Conant, of the Randolph Normal School, spoke of the need of more teachers’ associations in the State. The association of one teacher with one book of acknowledged excellence in teaching and then with another book, is also one of the teachers’ associations that should be multiplied ad libitum. Principal Dutcher urged that American history and literature should be studied by American pupils. Civil polity should also be taught in the high school. Professor Yager, of Middlebury College, de¬ livered an address on “Missing Links in Education.” Legislation will not supply the place of ability to manage. In most cases there has been an abundance of stimulus re¬ sulting in attempting too much and mastering too little. Discipline is of much more consequence than scientific information. The fundamental studies should be kept funda¬ mental. The natural method which has constantly in view the essentials, should be em¬ ployed, thus imparting intelligence to the pupil without making him especially learned. But the link most generally missing is the educational spirit, which can only be begotten by a better conception of what education means. The association passed a resolution before adjourning expressing their pleasure at the appointment of a commission to study the school system and to remedy defects, should they be found, and recommending that the duty on foreign educational books be removed. VIRGINIA. By the act approved March 5, 1888, the College of William and Mary1 became a nor¬ mal college. The first session began on the 4th of October, 1888. Each county and city in the State is entitled to one pupil, who is to be nominated by the county or city superintendent, and instructed without charge to him, while his living expenses are not to cost him more than ten dollars a month. The number entitled to admission is 115, and the annual cost to each $90. Such pupils are to give satisfactory assurance of their intention and willingness to teach in the public schools of the State for at least two years. The admission requirements are reasonable proficiency in the studies of the common schools, some of which will be reviewed in the college with special reference to illus¬ trating and exemplifying the best methods of teaching them. The course of study is in (1) English and history; (2) mathematics; (3) Latin and Greek, French and German; (4) natural sciences; (5) moral sciences; (6) pedagogics. The organization was effected on the 5 th and 6th of July, 1888, by the election of a faculty. Institutes. — Eight Peabody and eight county institutes were held during the year. The Peabody institutes continued through four weeks with one exception, when the session was double that term. The attendance of white teachers on the five for them was 940, and of the colored teachers on the others 294; in all 1,234. The attendance at the county institutes was 322, the time of session varying from two to eight weeks. To these figures should be added the 131 teachers attending the institute of five weeks, held at the Virginia Normal and Collegiate Institute, and the 49 teachers enrolled at the institute of four weeks, held at Hampton. We take the following notes on these meetings from the article by the State superin¬ tendent in the Educational Journal of Virginia: “While it is not now intended to fore¬ shadow the policy touching institute work for the next year, it is but just to say that the policy adopted this year is abundantly indicated by the results attained. * * * As a general remark it can be justly said that the work was worthy of high commenda¬ tion. In some of the institutes the teachers met at the first hour in general assembly for religious exercises and general lectures. Thereupon they were distributed into two or three classes or sections, occupying separate rooms, and instruction given on the class plan. * * * There is one point in this connection to which especial attention is 1 The vicissitudes of this college, the second to be established in the land, are given in Circular No. 1, 1887. To be had on application to this Bureau. TRAINING OP TEACHERS, 455 called, and that is that a’good many teachers are late in entering the institutes and many of them drop out before they close. * * * An institute is a school. Therefore those who attend it ought to be present when it opens and remain till it closes if they would secure the full benefits of the course of instruction given.” Teachers x meetings. — The sixth annual conference of the county and city superintend¬ ents was held at Richmond, November, 13, 14, and 15, 1838. Dr. Curry, agent of the Peabody Fund, said he was glad to hear the State superintendent speak of the free schools as an established system. He could remember when every step in the progress of the work had to be fought for. No people had ever been educated except by the State. The right and duty of the State to educate is based on the law of self-preservation. The perpetuity and the very existence of the nation is dependent on the education of the people, and to secure this important end the State has a right to proceed by taxation. Beyond this no such right exists. The first subject of discussion was ‘ ‘ Teachers’ Salaries as Dependent on the Average Attendance of Pupils.” The committee appointed to re¬ port on this subject recommended that a circular, giving the rules and regulations regard¬ ing discipline, lack of text-books, and sparsely-settled districts, be issued; that all issues arising under these laws are to be decided by the county superintendent; that the county superintendent draw his receipt for the teachers’ monthly report according to the actual enrolment and average daily attendance, and that the salary be for such sum as he may think the law justifies; and, finally, that the laws are not intended to work hardships to the teachers, but to secure faithfulness and efficiency and prevent the multiplication of small schools. An amendment requiring the teacher to report the number of chil¬ dren not attending school and the reasons was lost, and the resolution adopted. The committee to which was referred the topic of ‘ ‘ Examination of teachers — what changes are needed in existing laws and regulations,” reported that the State superin¬ tendent should urge the Legislature to legislate upon this subject; that a diploma from a Virginia State normal school or the Peabody College at Nashville should Constitute the holder a qualified teacher; that a State certificate be instituted; and, finally, that county superintendents should not be required to hold examinations in a district upon demand of its school trustees. The committee on “Normal institutes — how can they be improved?” reported that (1) a well-graded course of instruction covering at least three years should be estab¬ lished, and (2) the appropriation should be increased. WEST VIRGINIA. The State superintendent writes to the agent of the Peabody Fund, as follows: ‘ ‘ Our normal schools are making commendable progress, and are doing a great work for our public schools. I will give the enrolment of the six schools for the past four years, that you may see how encouraging is the increased attendance: The total enrol¬ ment for 1885 was 687; for 1886 it was 727; for 1837 it was 766; for 1883 it was 890. The number of graduates for 1888 was 47. “I have taken a special pride and interest in doing all in my power to promote the efficiency of these schools, and feel confident they are in better condition than at any other period of their history. Yet I am frank to state that on account of limited appro¬ priations for their support their usefulness has been very much hampered. With larger and better trained corps of teachers, and better library facilities, and more apparatus, their usefulness would be greatly increased. Those advantages can, however, only be secured with larger appropriations than they now receive. ’ ’ Institutes. — The teachers’ institutes have also increased in attendance and efficiency, and the superintendent continues: “The enrolment for 1887 for the term of five days was 6,301, being about 1,200 more than the number of teachers employed in all the schools of the State. The reports from forty-seven counties for this year £1888] have been received, showing an enrolment of 5,451. “A very successful normal institute for a term of four weeks was conducted at the State University at Morgantown, beginning the 18th of last June. This institute was under the auspices of the faculty of the university, and the success was such as to war¬ rant a permanent organization for an annual institute of six weeks at this institution. I hope to see next year similar institutes established at two of our normal schools. “ It is not necessary that I should comment upon the service the institute has done in the improvement of our teachers, the advancement of our schools, and the elevation of public sentiment. It has been an invaluable factor, and upon its continuation we must largely depend in the future for the training of a large number of our teachers and the education of a more favorable public sentiment for popular education.” For the meeting of the State Teachers’ Association see under Maryland. 456 EDUCATION REPORT, 1887-88. WISCONSIN. At the meeting of the board of regents of the normal schools of Wisconsin, at Madi¬ son, June 25-27, 1888, several important measures were adopted. One of these was the adoption of a report submitted by a committee of the board as a plan for unifying the conditions of admission to normal schools and to extend the influences of the examina¬ tions. By this a committee composed of two members of the board and the presidents of the normal schools is to prepare examination papers and direct local examinations for admission to the State normal schools. These local examinations are to be held twice a year in such counties as apply through their county superintendent, and are to occur simultaneously in the several localities. The papers made are to be sent to the presi¬ dent of a normal school, and are to be examined and ranked by the teachers of the school. The secretary of the board is to be informed of the results, and will issue certificates to all successful candidates. It was also provided that graduates of the three years’ nor¬ mal course of the Milwaukee high school, and of an advanced course of one year in the same high school, may be admitted to the normal school of Milwaukee and be credited with the equivalent of one year’s work therein. The presidents of the several normal schools, through President Albee, presented two reports to the board upon matter referred to them, the first of which is as follows: “In compliance with the direction of your board, in resolution prescribing a profes¬ sional course of one year for normal schools, the undersigned submit the following course and suggestions for your consideration: “ (1) That the conditions for admission to such course be the same as provided in said resolution, namely, examination upon all branches required by law for a first-grade county certificate, and proof of three years’ successful experience in teaching. “(2) The course of training shall consist of: “(a) A course of ten weeks in review and methods upon each of the following-named branches: Beading, arithmetic, geography, grammar, writing, and physiology (especially in the hygienic effects of stimulants and narcotics). “(6) A special course of twenty weeks in school management, as related to organiza¬ tion, discipline, classification, courses of study, and school law. “(c) A course of twenty weeks in theory and art of teaching, supplemented by twenty weeks of class teaching in school of practice. “ («J£ UI 2 | : oo :o : :o • : w j © : : 8 d ! £3 2S^S3 -S es : ri 10 1- hh . Pupils in Teachers’ Training Course. £4 . XS A til a << •oiuraoj — i \a co j :o o o o : -. tji ^ r-» ! i 2 (i C3 t*2 fez 96 •apW °s i I® « . . • • CO • : 0 :i « wi O 3> f" -f CO l- C» -O' Tti 00 00 CM o~4 m> ooonmoo O 01^ 04 CO — CO CO (M 04 rn LO CO r-t •ai^K *4 •H °3cs° n WO OO O WO OO^lON-^N CO l- 004 CO Pupils be¬ low High- School Grade. •oiura©^ 2 oo jg * • ON O OO OO O ’jH j O O O •»l«N © • o o : o o : » wo OMOOoocooo O 03 ^ 04 CC — O CO CO 04 04 *-H O CO rH *ai«K *• 0 81 (3( 10 0 57 219 12 176 152 0© ©0 ©©^jMes-cej co t- © -s' co Instruc¬ tors. •aiBCUDJ « O CO O r-l— O CS rS ©i-l ©00 N»0»0 1-1 *3I«K ON Ol rH "?!-< ©H'CNN S a >oC<3 j o c^aj-S a O a 1® ^■8 ■go ■5* o O i£'S fc O w £ «0 a rn .— r~ G5 J oS « ^02 © H <3^ o 1^’ So sa^fc-Jlw r5 'Sc S o •Satusdo jo -TB9A o co to co co r>. OC gj x 30 00 00 00 00X00 co O Tft X o X X eio 04 . — . .. . oo 00 ao 00 ace o£ or9 Jllf Sa-ss tfi O O O G •Sfcfcfc H “OOOft gj d a « -as ^5 C3 §! 02 O cS Q ^ O C0£ ’3’P B3 2l 5 02,-h o g o S •<3 S w o gx S3 C ©"3 -r x gs*S! 1S^2 = CCH ^02 o a tsO- 8 ® s- ©— 5 >- o o a §|l|i ' Is53i J-E § BS .So l-sSfc&aSfcS Sa'SsocGoc _ „ ®£nd SoX3o®o^a H XX^ EO c 2-32 1®!| § .SSI'S itIsS® : o o : op il 2 III ?1| 111 S3- 3 U^2 ft S ij ftTG'P 2’3-E iuo iiils E o §o ► S£s43 < d o — © H ic : a d j 1 a* J : j < 1J **<*L \A . . \%i i“o !g ■O , Conn , Conn ik . ■ 2 c. o' ef o.2 o C £ c- © 6 gig § oc< * Statistics of 188G-87. a Will not open until September, 1889. Table 32. — Statistics of Public Normal Schools for 1887-88. — Part I— Continued. 460 EDUCATION REPORT, 1887-88. •looqos 90R0MJ UI j *5 |8II j ;2°slis ]«8Bgj|§j*8*i8]{ : : : : : r1-1 : : • Pupils in Teachers’ Training Course. Average- Attend¬ ance. •aiuraaj j 1 * 1 ! jg j js j 1 j'jss { jj igs : : : : :2 : : : : : : : : : r jus M ! ||s | |-s° |= 1 1 |s» 1 1 1 |s° |° : : : : : : : : • : : : : : : Enrolled. •axuraa^x 2 gS||°S32° jgS |38&S jggSgS : : : : : : :?3©io©© :©©©© Pupils be¬ low High- School Grade. •aXTStnaj s w ag| ! j°§o° is j h d jgo :©© \ © © ;©©£© •am S sgs | j°S300 j® j {< : : : : : 3 jeo o : © o j © © j © © © © ] \ 1 1 1 £ Q & rolled. •ax«raaj; 3D *S SS§31°|SSS3gSSggS||2|2§g§ S' h Instruc- tors. *8X8019^ s? •9I8JM NClIftOh 'f<#HhHB«»NNONW»l3lSONOON^ Principal or President. T. De S. Tucker . Robert Allyn . Francis W. Parker . Edwin C. Hewitt . J. V. Coombs . M. E. Nicholson . William W. Parsons . H. H. Scerley . Elizabeth K. Matthews... A. R. Taylor . Hiram Roberts . Thoma3 D. Boyd, A. M. &.... Mnry Stamps . Kolfston Woodbury . George C. Purington . W. J. Cortliell . Sarah M. Taylor . M. D. Barnes . . M.’ A. Newell . Larkin Dunton . George II. Bartlett . A.G. Boyden . Ariadne J. Bordon . MUi ins) : © u s'jji pel um •Suiuado jo ibojl « SIlilIIIlIslIIIlllllllllIlII 1 Florida State Normal School . Southern Illinois Normal University.. Cook County Normal School . Illinois State Normal University . Indiana Normal College . Indianapolis Normal School" . Indiana State Normal School . Iowa State Normal School . West Des Moines Training School.... Kansas State Normal School . Louisville Normal School . Louisiana State Normal School . New Orleans Normal School . Eastern State Normal School . State Normal and Training School... State Normal School . Practice School . Springfield Normal School . Maryland State Normal School . Boston Normal School . Massachusetts Normal Art School . State Normal School . Fall River Training School . State Normal School . Haverhill Training School . Lawrence Training School . State Normal School . State Normal School . Post-Office Address. Tallahassee, Fla . Cnrbondale, 111 . Englewood, Ill . Normal, Ill . Covington, Ind . . . Indianapolis, Ind . Terre Haute, Ind . Cedar Falls, Iowa . Des Moines, Iowa . Emporia, Kans . Louisville, Ky . Natchitoches, I .a . Now Orleans, La . Castino, Mo . Farmington, Me . Gorham, Me . Portland, Mo . Springfield, Me . Baltimore, Md . Boston, Mass . Boston, Mass . Bridgewater, Mass . Fall River, Mass . Framingham, Mass . Haverhill, Mass . Lawrence, Mass . Salem, Mass . Westfield, Mass . STATISTICS OF NORMAL SCHOOLS. 461 is§ m.f, is : • : c C9I 0 22 Is Is : wm : : 8§8§§g§3l | j” p IIs j i : : 1 1 !a !° 8* 1! : : 3 1 : Hr : : : j j?; 832 i 1 1 j i : : i ! Mill! s§ | | : : i ! 1© :©G£S : : : : : : : : i| : : ° j in- • • : ° ii i° : : : o o«C2 jc : • ■in : : : i °s!Mi • : : : : oo j : : : : : SS|§52fj g 8 22 IS WNOO 832 j& : sSSI Ri3 r •?_ ; ; 33 j jN<0 §832 2 ; 3 § °N CO oooo oog> jo 1 j° i o«3 ioio 1 H OOC^ jo jo jo© j : : : ip 3 ! : C1 s|oo joo jo 1 i o j |° | jc : : : : 11 03g3g° OOHO jo jo joo j^ II 1 : : j i si : : o o c- sg*° joo jo ° S !° 1 Sc : s : i >111 : : j °22^g° i oooo gggSgSi&S® I i si§ IS £|S2 33 41 218 270 27 131 180 244 1 152 H) 77 1,820 350 339 59 ; 383235 §832 *3302°3SS 0*»-i *-< : §§ oej CO 2g°° OOM£° ' °38£3g COOjH 1 CO CO a t> HHI>OH , OHHHO^ WWW SSSSggSgg S 38 83 £§88 82S22 322£22§388 38§8gg 88S!3 a Normal work to begin October, 1889. b Succeeding Dr. Edward E. Table 32. — Statistics of Public Normal Schools for 1887-88. — Part I — Continued. 462 EDUCATION REPORT, 1887-88. ‘lOOlpg 0DT1OBI J UI tooio coo co O Tjl (N -«< "Ol to to r-t 3 £ £3 3 © O HO - *0 •S.S a fl 3^ Ah © , 2 = § Sac e3 « •aiBTOS^ •8I«H •aiBuia.a; og eg. Cl M © : o jo 0500 to © t> t- i-l ^cot" a ^ *• g to o o a 0,3 ~W 2^ a -a £1*0 •aiuraa^ •3IBK •sX'erasj. £} o eot>c NNH CO CO •3I*H CON CO 00 o OOCOO to •®I»H to to t> N © to o t^co t'ft' © e N O to ^jCOr-l CO N a J : O SS © ®C3 a'S ©•£ C? cJ - >- t* ” a© o «aS CO o S a o 5 o §o a^-3 >» I” O-.0 JSH J 03^ H^©^ ^ock 2ao O Qft&U e4 - 3’ =:> SecJ El ” . Ojj © 2S o O ® 33 2 3 -3 o iS " Ph S o« n OHA •SUIUSdO JO JB3^ r-« < ) 1C OhM a >£• ONO l£> ) CO 00 00 CO 00 00 CO CO co c •3 J 02 a ^ © 3 « I H o3 fc’ : A : A : a: A -5 : © © o :tC DC tn ; ”3 : 3 b ; a ■b! “ s an O O © O 2 oo*jo o o*8 ^xij.a £ 1-s ’i'is’i £g .§§!§ .Ss.j-Jia © ©3 © •S 2^31 g| & ■••3_ ;®1 ill : *h • o _■ £ io 8*1 2 a fc SiS* jSi’gS’a *§5 §► "" rto.a-j:^ ® eS^d-t K3 -Wi,„ ..ag S3 2t»£:si:’23i>£'£>-j g ® So • © a . M»l5£Sl a : o • tea © 3 *r ** °.2 flO a - a a 21 a o so ££ o .* „ txP4 to S? -© -g a aA< S'3© - ® 05 5 a S Bio a oat oo^ a Ac : 3 Ift. o g 01< 1.0 C-l o o ooo CO • na ; o> n 1S« •Ij'l 1 8$ ! :» r s i in : : CO ss i : ^ : rl : looCi : :iN 1-0 0 WfJ2 H^fl« 00 ^ Si 2°°S » KjciaHO^ C~1 1 p Mrirlf, !Z SS3 05 WON CO CO HH 1(0 IO H Cl N O Oi CO - IAOO O O O O 89 107 8 o ooo^wu (M WOrHOO uo co co uo «ommoo c* ononow ,00 'O CO CO GO OlOOiO^ h3^ HlSf-C,. I«l|o 7 3 . §) * o " «j £ « H 1S«“- a pq O o 6 oil^H b . a ◄ gtf8S ajj •sal d © 3 >&* i g gill | "© w o > a, tn sc^aq S »j3 s i< 2 *j £WH fu, a N b> cS *• . <^Sc c O Cain'S! ©aa ^ a nu fcoWH > £ test** S ®\ajj gfffgg igj*»£ ©ra-5 d >J3 WON OOOO^N r-( r-i ^ HHNNN i-irHi-4 rHfHiHp-ir-l » ift to I 03 CO CO CO CO CO Table 32. — Statistics of Public Normal Schools for 1887-88. — Paet II. 464 EDUCATION REPORT, 1887-88. Income from — •sjsonb -og pun sjjio © M 00 s :8S j p£ 8 | o •saojnog aaqjo © SI, 050 1,000 600 400 200 8 j co : •Xjnndpiunj\[ jo ‘Aiunoj ‘ajnjs QC « 87. 500 4,000 2.500 12.500 5,000 3,000 7.500 420 8,000 19,750 39,000 •(jbojO SujSpog pun pjnog jo jsoq oSnxaAy h Cl $100 63 i 00 150 90 50 250 78 80-100 8 Cl 180-200 1 Tuition Fees (Year). •sitdng aatgo (0 Cl $24-30 30 18-45 27 0 40 11 10 © Normal Pu¬ pils. •sjuap -isog - uo^j *3 « o : o : : cj ri : ° •s'juapisag Cl o : o =oo : : rH • o© © Productive Funds. •jsaiojuj M oo : :o r $1,600 © © •junouiy « o o : : o • $32,000 © © Value of Prop¬ erty. •S.oUI -pijng pun spunoif) vi « S60, 000 20,000 12,000 10,000 17,000 70,000 10,000 33,000 50,000 80,000 150,000 350,000 •snjnxnddy opnuoiog © « $1,500 50 400 500 180 130 134 150 • 500 8 to 1 2,000 •Aamqi'i ui so tun po a © 1, SCO 1,000 729 1,000 600 50 3,783 300 2,000 cf 8 CO CO Graduates. Other for 1887-88. GO OOO ©Orl : © © © © © Normal. *2ui -uodo oouig Vi THCSr-l t-NCON CO Sri HID HM <*I Ct IN 183 450 1,314 •S8-JL88I ui © rt< © r- rji © co o co © © 8 S d S cS yA Cl l 0 i e < 1 a e £ * < 0 C i i 1 c * b State Normal School, Florence . State Normal and Industrial School. State Normal School, Jacksonville.. Alabama Normal College for Girls.. State Normal School, Troy . Tuskegee State Normal and In¬ dustrial School. ARIZONA. ARKANSAS. Southland College and Normal Institute. Branch Normal College of Arkan¬ sas Industrial University. CALIFORNIA. State Normal School, Los Angeles.. Normal Department Girls’ High School, San Francisco. State Normal School, San Jose . iH IN CO 1C © t> 00 © © SSpH 3 STATISTICS OF NORMAL SCHOOLS. 465 : ; : J L ih ii 53 ! S 5S : : |ja !! ! = : : in m - jgf S% i .r : ef i ii i ii ii I i ii IN SS ° N i as : o 3 :S IS Si § ! § ! : : : 3 |° ! : : ; : § : : : : : : U !! ! 1° U N M M I il 3 •: S3 ii g ii i !g i i § ii tfjf ii 8 ; : : ! I ! : : : II g II 8 i8 Is I -r o’n ^ -r § *i ii N i il ill 1>* W : ef : i I o : : I as SI 3 Ii S ii S* i 3 ss § S3 £3 S3 88 333 30 ED aNot available; twenty section?) of land, when Territory is admitted as a State. o Grounds only. b Half sum appropriated for two years. <*$26,200 for building pi Table 32. — Statistics of Public Normal Schools for 1887-88. — Pakt II — Continued. 466 EDUCATION REPORT, 1887-88. •sjsanb ■ag p s;jT£> •saoinog Jaq^o jo ‘.^unoQ ‘apqg eg © oo eo w co cot- rt •(jB3i) SUTSpoa PUB pxuoa jo q.soj aSujaAy •sndna d 'ft. •sjuap -tsaa - •e;uapisaa asajajui •^tmouiy a o H . ® u o « •sSut -pimgpuu spauoiQ •BtuuJBddy opi'jaaiog t- o © © Minioo o o © :e© •/ijBjqia ui saniniOA £8 sn ©i> COr''3(a «£s, O oCO^^ |go^§iChf§§§ 1331211222 lSBsfia®SBE filial ilsisS ij!|ljj!!l PSSxfeaiS J 5 50 OQ QO T* 1/3 © t- 00 © © rH ■wt - - • ti •SS^o.® =s« * o£ > «5 J^S3D d ' ccaa ?q a 1 3 £ £ 2® « a « j- . i °1 Hi O 60 SJ *3 h e: J O & ccH §o-S *5“ -JOE fl.2 § 3q^ .sj -a CGr O o 1 02 go 2 o O o S 3 5 2 II 1° o 53 fl® «I cq a o h j3 ° o£ *3 8 0Q~ 6c*33 S ft fl 2 sSg* H 2 >, £*3 ^ OOQ Q& £ „ H .a * I ^ og o®2 2 S» 123 111 oO£ ^tjjo O o d fiffi a >, =1 o Ill : 3 >»£ : o §5 c'l X! m" >>*5 . ^ M -F5 o - S ’3® go O o o £ II -sS a -H cs 0_ * 3£|§ g: «2 s o 2 ^ o £ 2.26 o'S.S o J o Ci 8 © © © © * Statistics of 1886-87. b The fee charged those who do not intend to teach in the State. a One hundred pay scholars may be received at $50 a year in addition to the 200 State scholarships. c Twenty sections of land. Table 32. — Statistics of Public Normal Schools for 1887-88.— Part II — Continued. 468 EDUCATION REPORT, 1887-88. •sjsanb -ag; pu« s?ji£) •saoinos ‘Ajiiudioiunif jo ‘Ajunoo ‘ajBjg &SJ § eo co o 8 8 8 2" S3 S 2 88f cf *(jB3i) SuiSpog; puB pjBog jo jsoq aSBjoAy 8 g •sndnj jaqjo 2 S eJ-5 a •sjuap ■jsoa-uox •sjuapisag; 000 00 © © © 00 •;S9I9JUI © 3 fl rO 3 2^ M •junoray & 2 . «w >. 0’S © © •sSuj -pgnapuB Bpuno J£) •eniBJBddy ogi^uaiog 1 1! •AjBiqpi ui eamrqoA W 02 ,5 fl §:§ a a g 5? 1 sg Sldla^ Z o So CS £ g I® I® p|§ ojO £ 7km m E-< 03 < U 3 o o © 1. 2 o 3 o 5 o ■S® 2 2^2 2o -©.S'© o 03 i^o: -3 03 O P- 03 fig II Sp 55 SS g 8 SS 3 STATISTICS OP NORMAL SCHOOLS. 469 nr 1! iiiii00 i ! ° i i i i o s i i I m M i i Mi i 1 : i : i i i 3 I i Hr i is i=° i i ° i i i i I i : III : : 1 !!i iii is i • : : : : j : i ! i : i i * : » n nil ii llll illii 1 o iii i 1 600 600 500 i :nV n N “"s'a £ : s »ef w i r a im §g 137 189 125 120 200 ' 149 121 s o i § ! i § 3 50 56 130 Mil & i : i im 8S SS$38 jg§I | O i 2 s o i “ i a !)!! a : i "1 j 1 * : ! ! 1 : §38 j : \ SS 1 glSS 1832 i i I s © j S 53 ! o s - s i : : ooo j si 1 isS? ISSS i i j ^ r o j 8 $ : I ® 3 »o « « IM IN Hi Hi n i- 1— i i ii i ii ! ° \ o I i* ° • o i i i i i i i j S° ! : j j i i© ;©© j o o o o © 1 8 1 j !! ! i ! : : : : ii i i : ! Ml mi li i i mi illii i 1 1 1 1 ! ill m* : : : CM £ 1 §838 18383 HHHH ;HHHH ■ S 1 S 1 * | s' 3‘ § im 8 ! i mi iisi i i 1 1 \ i i 1 g i i i mi \ r*VT CO jcfdV i i * ** j d r- 1 i i - § ns i i i lilslllli i 1 1 j i l i i g iii : : \ .-fr-iVT© NMW r«d r io" tH i r-T M r r-T - s' ©g i© t- ■ : 16 > r> 0 2 3 0 10 0 1 4 1 o © c ) o c o © *• I O IIIs * ! s SINEWS Si^r i a mi If i nn 3 1 % iii § 11 I 3 s !| | 1111 1J SS2SS23SS a § a a a 111 lal ssss ss s BuggSSH § § § | | g S “ ss a a a of 1886-87. a For Table 32. — Statistics of Public Normal Schools for 1887-88. — Part II — Continued. 470 EDUCATION REPORT, 1887-5 | Income from — •sjsanb -og; pub sjji-o © » 1 0 0 OQS$ 0 0 i • t : o ‘ •saojnog iaqjo © « 1 000 ‘z GOG 099 OOS 000 ‘zi © : © : © : © :© : : • h ; \fcjilBdioiunjtf jo ‘Ajuuoq lo;u;g X « $15,500 30, 000 2,940 1,928 2,612 10,000 10, 329 20, 000 2,200 4.200 620 2.200 2,500 2,050 ■(•n?3A) SaiSpog pun pinog; jo qsoQ oSbjoay 081 801 GTI 09 Oil on 09 86 801 001 0GI GST m Tuition Fees (Year). •sirdng Jsq^o ©' « : $5 0 0 8 25 0 60 20-30 32 10 20-24 24 24 Normal Pu¬ pils. •s;uap -tsog-uovj « 10 O © T* © © o u u d § e §2 . g’N’InsS o doo sen d « m m §3 SB 2 I8S& STATISTICS OF NORMAL SCHOOLS. 471 SS2SS ’SSI 88888 88SSi 5511 J 3 E-t » t>ac 8 : M O W = 5 * >$<2 £ « • >"i SoSS* § 8 § | § 'o't ~~’a xxxxx 'S’a’S’S'S = 5 = 53 -‘--hi* C S © 9 O 'Z’ZZZ.'Z o © e ® © (EXXXX * 472 EDUCATION REPORT, 1887-88. Table 33. — Statistics of Private Normal Post-Office Ad¬ dress. Name. • c c o O President or Prin-- cipal. In¬ struct¬ ors. Pupils En¬ rolled. 0 u o3 © 6 15 2 0 d a & .2 1 © d a r® 1 2 3 4 5 6 1 r 8 1 Huntsville, Ala.... Central Alabama Normal Institute. 1872 A. W. McKinney . 1 2 70 78 o Mobile, Ala . I860 Charles M. Stevens.. 1 8 4 3 1 3 2 70 169 100 62 62 487 $5) 84 3 4 Stockton, Cal Stockton Business College and Normal Institute. 1875 1884 Trask and Ramsey.. Geo.Wms. Walker.. 11 3 150 49 5 6 7 8 Cuthbert, Ga . Dixon, Ill . Geneseo, Ill . Macomb, Ill . Howard Normal School . Northern Illinois Normal School. Northwestern Normal . Macomb Normal and Com¬ mercial College. 1870 1881 1884 1833 F. H. Henderson . J.B.Dille . W. J. Stevens . John L. Whitty . 1 14 7 4 62 785 (35 57 9 Oregon, Ill . Wells’ School for Teachers and School of Individual Instruction. 1879 E.L. Wells . 2 0 48 89 10 Tri-State Normal College... Southern Indiana Normal College. 1885 L. M. Sniff. . 7 6 280 400 225 11 Mitchell, Ind . 1880 E.F. Sutherland . 6 3 400 12 Valparaiso, Ind... Northern Indiana Normal School. * 1873 H. B. Brown and O. P. Kinsey. (2 8) 1,875 1,228 13 Algona, Iowa . Northern Iowa Normal School. 1888 J. C. Gilchrist . 3 4 24 118 14 Bloomfield, Iowa. Normal and Scientific In¬ stitute. 1874 R. S. Galer.— . 3 3 69 92 15 Columbus Junc¬ tion, Iowa. Eastern Iowa Normal School.* 1874 E. R. Eldridge . (9 ) 112 104 10 Dexter, Iowa . Dexter Normal College . 1880 Wm. H. Monroe . 7 4 (4001 17 1* Ottumwa, Iowa... Ottumwa Normal School ... 1872 Mrs.Martha A.Peck 0 1 12 30 Shenandoah, Iowa Western Normal College... 1881 Wm. M. Croan . 22 6 1,240 670 19 20 21 22 Storm Lake, Iowa Woodbine, Iowa.. Fort Scott, Kans.. Bowling Green, Ky. Storm Lake Normal and Business School. Woodbine Normal School and Academy. * Kansas Normal College 1887 1887 1878 1875 L. Greenwood and C. A. Whiting . H. A. Kinney . T) K Sandprs ... 2 ( 10 10 3 0 3 3 60 (6! (8 80 >01 ») Southern Normal School and Business College. Mell and Williams. 23 Madisonville, Ky Sherwood, Mich.. National Institute 1877 1886 E. McCulley . 4 2 113 58 24 Sherwood Normal School.. F. L. Kern . 3 0 30 20 25 Jackson, Miss Jackson College . 1886 C. Ayer . 4 4 129 127 2G Pleasant Hope, Mo. Pleasant Hope Normal Academy. 1880 J. C. Ryan . 3 3 70 60 27 Republican City, Nebr. McPherson Normal Col¬ lege. 1884 W. N. Doyle . 3 8 47 55 28 New York, N.Y... College for the Training of Teachers. 1887 Nicholas Murray Butler, ph. d. 31 11 10 93 29 Raleigh, N.C . S t . Augustine Normal School and Collegiate Institute. 1868 Robt. B. Sutton . 6 3 72 83 30 Defiance, Ohio . Defiance College . 1886 Frank W. Knapp. ... B. L. Barr . 3 4 40 45 31 Tremont City, Ohio. Western Normal Univer¬ sity. 1886 3 1 50 6 32 Wadsworth, Ohio Western Reserve Normal College. Northwestern Normal and Collegiate Institute.* 1865 J. B. Eberly, A. M. 5 2 H8 91 33 Wauseon, Ohio . 1881 Solomon Metzler, A. M. (ll 2) 283 201 34 Woodville, Ohio.. Teachers’ Seminary . 1882 Rev. W. Stein- mann, ph. d. 4 0 28 0 35 Muncy, Pa . Lycoming County Normal School. The Schofield Normal and Industrial School. 1870 Wm.R. Peoples . 6 0 102 99 36 Aiken, S. 0 . 1868 Martha Schofield... 2 5 165 182 37 Charleston, S. C... Avery Normal Institute . 1865 Morrison A. Holmes. 2 6 110 197 38 Greenwood, S. C... The Brewer Normal School. 1871 J. E. B. Jewett . 1 2 108 78 39 1 Memphis, Tenn... Le Moyne Normal Insti¬ tute. 1871 Andrew J. Steele.... 2 10 176 148 * Statistics of 1886-87, STATISTICS OF NORMAL SCHOOLS. 473 Schools for 1887-88.— Part I. Pupils in Teachers’ Training Course. Pupils. Enrolled. Average Attend¬ ance. Children in Prac¬ tice School. Below High School Grade. In Commercial Course. Preparing for Classical Course. Preparing for Scien¬ tific Course. Male. Female. Male. Female. Male. 1 Female. . © Female. Male. Female. Male. Female. 9 10 11 12 13 14 15 16 17 IS 19 20 21 12 15 SO 39 o 5 72 142 ! 20 70 75 25 IS 30 (3 7) i 4 0 0 0 15 27 47 1 35 3 6 85 90 . 1 . 300 i 75 (2S 1 to) (29) 2 1 (a) (a) I 40 81 0 0 0 0 0 0 0 0 inn SO 30 20 28 25 1 . 20 1 1,875 1,228 18 106 132 o 0 20 22 i 0 0 o i 0 35 i 1 49 0 i 54 1 84 | 8 5 53 47 ' . (30 (4 5) 4 20 i 8 14 0 0 0 o 1 2 moiA 347 12 . I . . I 0 18 25 I 15 5 2 1 0 0 1 . . . ric -0) . 1 1 . ;; 100 25 1 r 150 26 29 29 i 11 10 3 2 (1311 ! . 25 20 15 16 j 8 o 25 20 6 6 15 io | 1 10 8 (7 7) 12 5 10 93 9 88 572 0 o 1 0 0 0 0 0 0 25 30 23 25 ; 0 25 44 ! 0 0 12 10 0 0 5 6 15 i 15 (6) (6) 43 i ; 4 i 2 5 1 2 o 50 40 0 o j 1 20 0 10 2 75 so 283 201 28 j 0 28 0 1 0 0 0 0 ij 0 1 0 98 97 j 97 ' 96 0 0 6 7 • 1 2 0 6 9 159 ' 173 1 4 . 70 103 0 ! 0 I 2 4 17 10 00 66 ° ° 0 j 0 0 0 106 j 131 j (189) 144 _ 1 ‘ J l a The majority of the students take the teachers’ course. b Fifty -five in academic course. 474 EDUCATION REPORT, 1887-88. Table 33. — Statistics of Private Normal Post-Office Ad¬ dress. Name. ii a © a o President or Prin¬ cipal. In¬ struct¬ ors. Pupils En¬ rolled. * V 1 Female. Male. 1 Female. 1 2 3 4 5 6 7 8 40 Austin, Tex . . Tillotson Collegiate and 1881 Rev. John Ker¬ c 1) (1 13) 41 Buckhannon, Normal Institute. * West V irginia N ormal and 1882 shaw, president. W. O. Fries, A. M . 3 5 74 53 42 W.Va. Milwaukee, Wis.. Classical Academy. National German- Ameri¬ 1878 Emil Dapprich . 4 2 11 14 43 St. Francis, Wis... can Teachers’ Seminary- Catholic Normal School of the Holy Family. 1871 Charles Fessler . 6 89 Statistics of 1886-87. STATISTICS OF NORMAL SCHOOLS. 475 Schools for 1887-88.— Part I— Continued. Pupils in Teachers’ Training Course. Pupils. Enrolled. Average Attend¬ ance. Children in Prac¬ tice School. Below High School Grade. In Commercial Course. 1 Preparing for Classical Courso. | Preparing for Scien¬ tific Course. 4) "5 53 Female. Male. Female. Male. Female. Male. Female. Male. Female. Male. Female. 9 10 11 12 13 14 15 16 17 18 19 20 21 (1 3) 40 30 20 40 23 15 10 20 13 41 11 14 102 0 0 0 0 0 0 0 0 42 45 0 44 0 36 0 43 1 Table 33. — Statistics of Private Normal Schools for 1887-88. — Part II. 476 EDUCATION REPORT, 1887-88. Income from— •sjsanbajj pus syi-0 « o o © °s cc » •soa j uoijinj, mjqj xaqjo sao juos * M Cl O O CO Cl l>r-i §1 © °| 1,500 '(IBaA) “uiSpo'j puB pjBog jo ?so3 ©Sbjoay M W Cl IS 156 72 63 105 90 90-120 §s 1 Annual Charge for Tuition. •siidnj; jaqiQ « w 01-9 0)0 OOO Cl GO 00 O 00 CO CO to CO CO ^ Cl Normal Pupils. •^uap -isay;-uox Pi w SIS Cl CS OOO 09 QCQOQ 00 veoeo is wcoxl in •juapjsaa © « $2 10 60-75 9 9 40 30 30 52 38 38 40 28 Productive Funds. •jsaiajuj © « 0 $1,500 o o o © : •jtmoray X « 0 $25,000 o © © © j Value of Property. •sStrt -piingpuB spunoj-Q h « $12,000 10,000 40,000 15,000 800 200,000 30, 000 4,000 5,000 30,000 18, 000 300, 000 10,000 •enjuxeddy oxjliasps © sS § j CO lO 3 j 5,000 500 0 100 1,000 400 . I •AxBjqri uj saunqoA *5 400 100 100 398 2.500 1,080 100 100 1,000 1.500 8, 000 400 Graduates. '88-1881 JOj Jaqjo © o !§ ! : 1 — i © : :cj . . eo Normal. •Sop -uado Qoaig « • J o Jh : : © ih : :5S *88-1881 V[ e> I ( => MS 1 is i i ** • c 1 5 ! ALABAMA. Central Alabama Normal Institute . 1 i : = : | : *£ : *« 1 | : < t : m c : fc e : g « • 9 6 : J 7 : d £ © 0 3 9 *; l s = M £ i < 1 * 9 i H 3 GEORGIA. The Paine Institute . ILLINOIS. Northern Illinois Normal School . Macomb Normal and Commercial College . Wells School for Teachers and School of Indi¬ vidual Instruction . . . INDIANA. Tri-State Normal College . Southern Indiana Normal College . IOWA. Northern Iowa Normal School . « f Ifl SSS g STATISTICS OF NORMAL SCHOOLS. 477 °!imi !IIm a Is ; : o ' ) ! ° ! ! ! inn MEM i i ° m !i i UiH! o li !! o ° j ° 1 i§° li 1 1“ I i $ i§ lss 1 1*1 ! S s s 1 s * i • Si ss2 is " r 12 S $n 3 00 £ § i i i o» fS8 !8 " i 00 SSSSiSgS S ss g a Si s i S © 20-40 40 24 0 00 8S33Si3g8 5 a Si 8 3 ! i $33! |° 00 ° n° n i n m © : ! j : : o • • ! i ef ©o© j : n I ois°ii! !! li! ° \ 1 1 ! © i | § S3 ©©© : i • - 5,000 30,000 2,000 60,000 ' . 8, *666" >• 1 s 40,000 0,000 i oo i S3 i § ; » i s ! r i 1 sf iiiii 8»§8B' 1 S' § |i m j 1 1* 3 i ! s i I 1 i 1 g°s j 1 n 1 1,200 500 640 0 [ . . 1 tH 11 S | 1 i i *4 i 1 rH 50 125 1,000 1,000 500 i lON^ :®l> i 3 n o i : 1 © 1 : P j* : : © IS ! 1 N i i 1 1 i i i § i ! © i ; § : : i j © >n :’ © f 1 3 eo®^ ;^o j : : 8 s j © i ! \ $ o | © in j n : : S3 Table 33. — Statistics of Private Normal Schools for 1887-88. — Part II — Continued. 478 EDUCATION REPORT, 1887-88. Income from — •sjeanbag pua SJJ1D W § ef S $ : 3,000 3,506 •saag uoi}inj UBqj aaqjo saomos « M I 091*9 3,500 •(itJOjO SniSpoi; puB piBog JO JSOQ SSCJ9AY « © o § 8 125 ‘ 200 140 Annual Charge for Tuition. •siidng Jeqio « M j&° s Normal Pupils. •juap -i s a g-uos^ ■4 « ;ao 3 0P IZ •juapisag © « : no ■* IS n : o c* : xj< Productive Funds. •^saiajui © ° I 0 5,000 0 •junouiY 3D 009 *Z$ 000 '01 0 0 70,000 0 Value of Property. •eSui -pimgpuB spuno jf) h 825,000 25,000 5, 000 30,000 000 ‘IP 000 ‘98 000 ‘91 •enjBiBddY opi^uaios © igs 8 •«£> N 400 COO •iLittiqi'I ui satnnpA 800 COO 2,000 450 500 Graduates. '88-Z88I JOjisqjo * C* O OiH Normal. •Sra -uado aauig n o © CO ©o t> ‘88~188I tri « i" o j i> ci a eJ SOUTH CAROLINA. The Schofield Normal and Industrial School . Avery Normal Institute . : c c « si g f c £ 6 1 1- >« a Jp Eh TENNESSEE. 1 Le Moyne Normal Institute . TEXAS. Tillotson Collecriate and Normal Institute* . WEST VIRGINIA. West Virginia Normal and Classical Academy . WISCONSIN. National Gerxnnn-Amcrican Teachers’ Seminary... Catholio Normal School of the Holy Family . or-oooo-^woo 1 COCQCO W ^ ^ * Statistics of 1886-87. Tadle 34. — Schools and Classes for Training Kindergarten Teachers for 1887-88. STATISTICS OF NORMAL SCHOOLS. 479 •nojijnx aoj bSjwiu isnuuy a 8100 100 50 100 100 100 50 0 50 100 640 100 0 5 100 100 100 150 125 150 120 150 0 75 goooo •sqiuojM nj osjuoo jo hj3 uaq O OON «M#t'U30N0 O M O O* t~ O 00 t» 00 » W £J OOMjJjBJoo •s^uapnis J- 1ft M O^OOOg^ t- M J2J00O00 CO-^lO ^NOOOOOO c* c\ a •ejopnjjsmi e-1 f5 U< MNNfHiNHfl NrtHN HHHHrtHrtHH HHMNHH a o © m 2 - ' 0 2 _ IPUPI ®H ECd .S.i ££»£'. <5 E S.2S c S S S S S eS 22 S a g s o a § | ^|js 8?|* •g Kh.5^ < • m" 2.® g - • •g'2 _ (X, : too*^ : s tc >. a^gfriPQ «» go « * ®. s 0-2.2 >,2^0® 5 B iB 2ri ® &t> 5 «5 ,• Sw ® 2w.2£.2~£^o ~,d o| : Jo bQ ® “vS tc” o 0.2 7. • n— «.s3® 2 2.2 a a ® o © Sj O 50 ’§ g Ssil 'z o ® — |N| J 0-3 J m 02 to G3 .2 rj ^w^© - d - S d 2 o tc-a - 23 © te-a fcj a a © 2USrr'f2S'e a ^ ©02 o-G S ^ p £ m 3 - » o S’g'^.S m 2 GtO g s C d 2_5 © a a ■g *.g ar « g-2 c « 2.3 ® G ps!ll!fl 1 ill! Sill kC^O&En^ £ G,* n ^c!t5gJi§dBa ^•3g2 00^||5^S® 5c-o .a-aa^Ga-ifl ^ n SCSeSfiMog ggM-o g-5^'Srg ^§2^2^ BGaH ScioH 355“ &&l|Sa§3g 0.2® ’5 o'® g c — © o .§ .2 § o — tj .a gs 3^3 ©TJ-a - - dG-S £5 .2 2 2 0.2.2 g'i'S WooKW*«£<0 I is® £P° « - - 3 -2 .2 S o oogS-S^ ~ l^ad ca £2§5\S3 jg HfrgfiS&.g |§^S|3 8 «*Maas c, G a 3 ® G c S £ C, G H 2 I IS 3 U 3 2:5 H «■— 00 ^3 © © o SW g ^ 3'3 = 'c 0xs a 55-2 c © a a s 331 oaO » m G* ’3’3'S §S-C ill *«ii i.ii co -3 o^< ^ 2 85 S^O-gOi C “ .'1-3 o. °.°.)s£K%i p. Q.fiES.^.~ - c* g* d • •’ 455336*. to tc to WJ UJ ^IJ •* - - J3 ^ OQ _ .3.5.2 SS §Jg® -Sa GGGda?»§»" »«ro©«o©.Ss- I® jsgsg§§s!jl © a o 2 j ; a x a ® 5 aSQ. ££& WPQMWWWW^§'S<®'r ^ lO <0 t« 05 (J> 0> , i-'fuo oj>oocic INNMN WNNNOieO Table 34. — Schools and Classes for Gaining Kindergarten Teachers, for 1887-88— Continued. 480 EDUCATION REPORT, 1887-88. •no^rax jo; ssjnoQ xBnuuy 100 100 GO 100 100 0 100 60 50 0 0 100 75 100 0 100 100 100 50 32 0 0 •sq^uoH ui esanoo jo q^Sua’i O 00 03^ OP1NONNONW CD hhhhhhhhh CO O t>020>3 030060 •s^uapn^g lomm NinnwN«»'ifit' « •sjo;onj;sui MiHCMCl I-I pH rH iH 03 r-t iH « pH pH MK3MHH pH pH 60 03 d u M § • g a O 3 ngoci -g-SfQ 2 fl ^ J 03 5 o o c Cf} CO cc ^ o ®220rQ |S'u ©Ph 5 a g d O a Bh° a^Q® ® * PQ <=S 2 § si § I s si s' ggaa^aaaa Ph’H OQ §a§§| IN $ ◄ 1 ??Wa I 2| 1 Ills • Oh 4) DM %U C L_J 03 Ss&Hja m jfi .2 .TO ce .2 03 02 QD ® TO Isa g ss a aaaaa o* £©2 ill Hi •5 be© III «'5fe4 ggHo io ooga bfibCfl p! C C^'2 c a ss|® C C C t, .S-S-SS *-. s- ^ ^ £ c3 cS >* bo 6b fcx *-* J-< u o3 <0 <© © C "0 T3 *2 S3 S3 S3 a Is Is H3 | © S?f - « Sag® g bj) 83 bO ass-a ,= .5 © cs 5c§fe'C-S 4§4s«4l“| -"■3H<*IIjtg a®sa=.& as > £rS 5 cS s3 © © hxOcjObfaUki ^o^wfi^bho S3*' «2S^- fl O’ IS _ ”3 ^ «- c ©-e r? g c.2 H3 <3 a 2 CO o bO a © c3 O U M Enfe u © ©T3 c c §w bO u ss ”0-3 -5§ M-9 bO, - : o-| § § - 2 fl33^3 J ® lo3 03 g®H bo bo I c-3 S S ma S-S-S te3 g g g l-alll -H *5 S-4 f~ a g.1 s®~ £; -j©« a>§> ss-§-§-§ o 2 1 •- •- 03 £ S 03 O O wg &*»>< .m .44404 o o o o ><>*r*r* © © © © 203 g < Si ©3^ 5s 1 a|4 ^ws ^IISIJI 4! 5 |5 ZZ CM °; o © © gvS -go3 03 g a 3 O os . 83 fcffi. t" . 68 ip ®2«03 hC. ”3 M xCO Ov * 2^ ;35w ,T>pJ J«3 -’S«£& v>V hV>< ^ ° § . 0 ^ ass’!! i|§l!l?-§”««2?5 s !•§■§! Ills J^4.4jaSS-Ss ©mOOO^®iJo03(g^)c8-'3^;Fa£K'5 ^OMWMccOO^ pH * 'S’O fi es cs 12 cfl C q as W 28 18.9 10.5 15.4 17.6 17.4 28 26.7 23.7 23 18.4 13.6 37 19.5 18.7 16.7 18 17.8 16.7 13.5 19.4 24 21.3 24.4 18.2 11.2 28 13.9 6.7 15.8 18.5 15.1 26 20.5 33.3 17.6 17.4 21 26.6 11.8 23 18.4 13.6 30.2 29.1 18.7 16.7 18 12.6 16.7 31.4 13.5 19.4 24 21.3 29.2 36.4 33.3 27.6 28.2 20.8 23 26.2 21 15.6 15.4 22.3 17.4 21 11.8 13.8 13.0 15.1 17.5 18.7 12.5 13 12.6 16.7 23.8 13.5 14.4 12 21.3 18.2 25 20.2 15.8 3,740 2, 065 3, 600 c3, 240 2, 697 2, 127 1,728 2, 680 2, 400 1,710 3, 800 1,300 3, 360 26 3.1 13.3 10.9 17 22 14.8 17.9 24.6 39 16.7 20 14 22 14.8 30 . 44. 4 21.7 21.7 15.4 23.1 14.3 14.3 2,710 2,212 2,788 19.1 29.5 28.9 19.1 24.6 29 16.7 10 11 22.4 22.2 14.5 7 22.3 21 12 3,420 1,872 27.7 12.5 13.8 25 8.4 25 a G indicates school for girls j B, school for boys ; M, school for both sexes. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 487 in certain Private Schools reporting Four Years 1 Courses. Classical Course. Scientific Course. Classification of School, a Percentage of Time Assigned to — Total Number of Hours. Percentage of Time Assigned to Mathematics. Physics. Chemistry. Other Sciences. English Language and Literature. Latin. Greek. French. German. Mathematics. Physics. Chemistry. Other Sciences. 46.3 3.7 3.7 1,944 28 18.5 46.3 3.7 3.7 B.... 23.6 14.4 14.4 14.4 3,783 15.5 12.4 25.7 15.5 15.5 15. 5 B.... 26 12 4 B .... 20.5 2.6 2.6 2.6 3,120 15.4 20.5 15.4 10.2 10.2 20.5 2.6 2.6 2.6 M.... 44.4 1,472 34.8 26.2 34.8 2.1 2.1 M.... 17.0 4.5 4.5 3 li264 17.6 17.6 17.6 17.6 17.6 4.5 4.5 3 M.... 17.4 4.3 4.3 4.3 2,300 17.4 17.4 17.4 8.8 8.8 17.4 4.3 4.3 4.3 j M.... 17.4 5.2 5.2 2.2 4,600 17.4 13.1 13.1 17.4 17.4 17.4 4.3 M.... 3 960 15 1- 12 20.2 40 4.2 4.2 4.3 G . 26.6 6.7 6.7 6.7 2, 700 26.7 26.6 26.6 6.7 6.7 6.7 M.... 14.8 5.4 3.5 5.4 B.... 23 2.3 1.2 3, 360 23 8 14.2 14.2 14.2 23.8 4.9 4.9 M.... 13.8 3.7 13 8 3,360 29.7 23 20 4.3 23 B.... 23 4.6 4.6 9.1 2,142 22.9 11.7 11.7 30 6 6 11.7 B.... 19 11 11 G . 30.2 5.4 4 M.... 8.7 1.9 1.9 1.9 1, 760 36.4 13.6 27.4 13.6 4.5 ! 4.5 B.... 18.7 3.2 3.3 6 3 , 040 18.7 18 7 18.7 18.7 18.7 3.2 j 3.3 M.... 16.7 4.2 4.2 4.2 4,800 16.7 16.7 12.5 . 16.7 8.4 16. 7 4.2 I 4! 2 4.2 M.... 18 18 4.5 2 4,248 13.6 13.6 13.6 13.6 j 13.6 13.6 j 13.6 | 3.4 1.7 M.... 1 1 . 1 1 . ! B .... 9.5 9.5 9.5 9. 5 B.... 12.3 12.3 12.3 . M.... 39.2 1,408 9 . 16.2 54 id. 8 1 I 6.5 4 M.... 18.5 18.5 9 13.5 1,440 16.7 1 'ii.i . 22.2 22.2 1 j 11.1 16.7 M.... 19.4 4.8 6.2 4.8 3,929 19.4 . 19.4 14.4 5.8 5.8 19! 4 i 4.8 6.2 4.8 B.... 22 2.7 2.7 1 3,000 24 24 12 6 6 22 2.7 2.7 1 M.... 21.3 5! 3 2.1 1.2 3,306 23 11.5 23 3.5 7 23 5.7 2.3 1.2 M.... 24.4 6.1 6.1 2,146 34. 5 13.8 34.5 8.6 8.6 B.... 27.2 2,480 20 14.5 14.5 14.5 21.5 2 6 B .... 41.7 3,275 28.3 ll! 3 11.3 28.3 8 9.3 3.9 B.... 41.4 6.9 6.9 3.4 B.... 22.6 1, 216 25 50 | 12 5 12.5 B.... 28 3.5 2.1 4.2 1,080 16.7 16.7 5.5 11 37 1 1 5 2.8 5.5 B.... 28.6 2.9 2.9 5. 7 1,790 18 30 37 | 3.8 3.7 7.5 M.... 20.2 6.7 6.7 4,180 18.7 14 14 14 18.7 9.3 9.3 2 M.... 15.8 10.6 . ! ! ... B . ... 24.6 3. 555 21.9 10.4 20.8 20.8 . 20.8 1 ' 4.3 1 I B .... 29 3, 060 17 26* 1 20 6.5 19.5 4.5 I 6.5 j m!... 17.8 5,120 12.5 15.6 15.6 12.5 12.5 12.5 6.2 6.3 6.3 M.... 14.8 14.8 14.8 | 14.8 1 k... 25 2 1 ! G . 22 3.2 3.2 16.6 i 2,127 22 22 11 22 I 3.2 i 3.2 16.6 1 M.... 44.6 11 3.8 1,536 16.7 8.4 12.6 1 8.4 42 j 8.4 ! 4.2 I B.... 30 | . 4, 240, 11.3 19 19 19 i9 ' 4.7 S 5.7 3 B.... 16.7 16.7 j . i '' | 0.4 1 1 B.... 33.4 1,715 11.4 33.3 j 11.1 ! 11.1 22.1 | 33.3 1 i ! B.... 30.8 12.3 6.2 . i . M.... 14.3 7.1 7.1 14.3 3,360 14.3 14.3 14.3 14.3 14.3 j 7.1 ! 7.1 1 14.3 G . 8.8 2.6 2.6 30 1 I 1 B.... 14.7 4 2,310 17.6 25.5 1 34.6 17.6 1 4.7 M.... 28.9 4.3 1 | . . M.... 16.7 9.4 1,931 27.6 20.7 25 1 27.6 M.... 27 7 1 5.6 3, 420 27 7 13.8 8 4 . ; 8.4 ! 8.4 27.7 I 5.6 B .... 25' I . 12.5 1.735 13.4 26.6 20’ 1 . 26.6 13.4 ; m.... b Three years’ course. c Classical or scientific course. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 488 EDUCATION REPORT, 1887-88. Table 37. — Distribution of Time among Specified Studies in 57 58 59 60 61 62 63 61 65 66 The foregoing table presents in part the results of an inquiry respecting the time as¬ signed to the specified studies in systematized courses of secondary instruction. The inquiry called for the number of hours in a week assigned to each study, the number of weeks in a year, and the number of years in the course. On account of different interpretations put upon the inquiry and the different con¬ ditions existing where the interpretations were the same, it was impossible to embody all the information elicited in a single tabular scheme. Choice has here been made of answers relating to courses of four or of five years’ dura¬ tion, which are the periods generally comprised in secondary instruction. In selecting the answers for tabulation it was necessary also to distinguish between those that pertained to the work of a class as arranged for a continuous course and those that evidently gave the time devoted by all classes to the several studies or the time occupied by the teachers of those studies. The distinction was indicated by the total number of hours making up the school week. The choice was farther limited to the re¬ ports which included the three lines of study embraced in the inquiry, viz, language, mathematics, and physical science. The reports of seventy-five schools accorded with the basis of choice thus determined. Of these nine made equal division of time among the several studies. The relative dis¬ tribution of time for the remainder is shown in Table 37. The total number of hours tabulated was found by multiplying the number of hours assigned to each study in a week by the number of weeks it is pursued in a year, and the number of years in the course, and adding the products. The plan here described was followed also in the preparation of Table 39, which pre¬ sents the corresponding information for seventy-one public high schools. The few de¬ partures from the length of the course selected are indicated by foot-notes. Name of School. Location. Total Number of Hours. Classical Course. Percentage of Time Assi to— gned English Language and Literature. Latin. Greek. French. German. William Penn Charter School Philadelphia, Pa . 4, 572 29.9 17.4 11.8 4.7 Rogers High School . Newport, R. I . 3,042 15.4 25.6 19.2 11.5 7.7 High School of Charleston ... Charleston, S. C . 3,880 20.6 20.6 12.4 12.4 9.2 Bishop Coliege . Marshall. Tex . 3,140 22.9 17.2 11.5 11.5 St. Johnsbury Academy . St. Johnsbury, Vt . 3,630 22 22 11.5 11 11 Vermont Academv . Saxton:s River, Vt . 3, 627 18.3 19.1 15.1 15.1 15.1 Pnntoos Aoademv . Charlottesville, Va. . , 4, 400 18.2 18.2 18.2 10.9 10.9 Seven Islands School . New Canton, Va . 4, 140 13 17.4 13 13 TVTarrpiette Colleo-ft . Milwaukee, Wis . 4,854 15.6 23.5 23.5 5.6 Milwaukee Academy . Milwaukee, Wis . 4,120 15.5 19.7 14.5 9.5 9.5 STATISTICS OF PRIVATE SECONDARY SCHOOLS, 489 certain Private ScJiools reporting Four Years ’ Courses — Continued. Classical Course. Percentage of Time AssigDed to — Scientific Course. Percentage of Time Assigned to — Mathematics. ■ V Chemistry. Other Sciences. o h 4> 23 a Y 0 H © g>g u5 C A tr 3 Latin. Greek. French. ! ! 1 ® i . T. 3 a 2 1 Chemistry. Other Sciences. 18.8 : 3.2 I . * 14.2 ! 4,644 29.5 6.2 15.5 11.6 1 18.6 3.1 1 i 1 3.1 12.4 15.4 i 3.8 1 . ! 1.4 3,198 ] j 14.6 24 j 18* " 10.8 7.5 i 14.6 j 3.6 1 i 4.9 2 20. G 4.2 1 22. 9 ‘2 . 6 . i 11.5 2,780 23 19 ! 11.6 i 23 | 1 2.5 11.6 1»>! 5 1 LI 2. 2 3,630 22 . ! 11.5 i I 11 ! ii 16.5 ; 4.1 | 2.2 17.8 1 3,012 | l 25 17.4 j 1 12.1 12.1 20.7 1 2 3.5 7.2 IS. 2 ■ 2.7 ! ! 2.7 . ! ! ! ! 1 1 17.5 8.7 8.7 ; 8.7 ::::::::: 12.6 9.6 ; i 9.6 19.4 i 5'8i 1 5a 3,920 S l6-4 1 20.4 I . ! | 15.3 15.3 1 20.4 I | 6-i | 1 5.1 B ... M... B... M... M... M... B... B... B... B ... a B indicates school for boys ; M school for both sexes. 490 EDUCATION REPORT, 1887-88. Table 38. — Pxiblic High Schools. Percentage of Students Pursuing— States. 1 Number of Schools porting. Total Number of dents. English Language and Literature. Latin. Greek. French. German. m eO o £ Jj Physics. Chemistry. Other Sciences. 1 3 4 5 6 7 8 9 10 11 12 NOETH ATLANTIC DIVIS- ION. Maine . 11 1, 575 79.80 42.60 12.19 37.71 .69 83.30 33.02 20. 50 42.41 5 700 58.71 58.14 11 16.71 74.71 27.71 18.57 30. 57 2 200 49 31. 50 4 10. 50 100 34. 50 22 30.50 Massachusetts . 45 7,449 61.90 46.68 9. 13 29.79 8.55 68.13 28.31 15.72 32.13 Rhode Island . 5 888 87.39 57.77 12. 95 21.51 2.59 87.84 38.96 15.65 33. 11 Connecticut . . 5 995 76.40 59, 53 10.94 5.02 33.63 97. 79 22.49 13.45 27. 21 New York . 33 7,467 42.72 32. 02 3.96 2.48 16.75 79.17 19.48 6.75 3o! 67 9 2, 221 41 47 1 58 7.16 97.07 40. 43 26. 16 18. 78 Pennsylvania . 33 i, 290 57.65 42.08 2.33 1.21 22.96 96.90 34.66 16.80 27.20 SOUTH ATLANTIC DIVIS- ION. 1 253 15. 81 32.41 32. 41 16.60 11.85 8.69 1 82 100 84. 14 10. 97 30. 4S 100 100 6 1,264 97 63 81.72 9. 81 22.31 100 j 37.26 24.92 75; 79 1 60 100 15 100 1 33.33 33.33 1 25 100 100 4 100 36 32 South Carolina . 1 251 58.96 58. 96 100 58. 96 58.96 Georgia . 2 4,007 100 9. 75 . 2 .3 100 4.04 2.60- Florida . 1 75 100 6.67 1*33 6.67 100 16 SOUTH CENTBAL DIVIS¬ ION. Kentucky . 3 322 7S.88 75. 15 99.38 33.54 83.23 Tennessee . 2 246 91.46 91.46 ::::::::::: 19. 11 97. 56 21.95 74.39 Alabama . 5 1, 436 83.70 28.13 2.08 1.46 3.13 99.65 19.15 16.36 24.16 Mississippi . 1 70 100 100 42.85 42.85 Louisiana . . . 1 100 59.78 100 49.06 26.80 87. 13 Texas . G 414 72.71 58. 45 4.59 25.84 93. 48 41.30 10.38 44. 93 Arkansas . 2 151 96.68 49. 66 2.65 87.41 44.37 17.94 97.35 NOETH CENTBAL DIVIS¬ ION. Ohio . 29 7,010 29.27 54.91 2.91 4. 45 22.15 95.16 22.09 13.99 39.90 Indiana . 18 2, 118 77.85 3o. 6o .42- .33 21.8 95.23 21.81 7.83 35.93 Illinois . 20 4,421 83. 19 43.02 1.04 3.82 24.59 78.33 21.83 15. 52 58.02 Michigan . 25 4, 806 43.69 35.25 3.68 52.85 15.39 84. 20 14 5.93 40.65 Wisconsin . 19 2, G66 54. 20 23.59 4.13 8.55 31.66 77. 91 20.71 7.39 27.46 Minnesota . 5 1,321 14.16 34.97 .75 8.63 25.96 70.74 37.69 2.12 17.56 Iowa . 12 1,765 69.63 27.71 .45 .96 6.45 89.57 34.33 23^74 61.19 Missouri . 10 1,991 90.11 49.87 3.26 3.57 9.79 71.87 42.54 13.71 31.84 Dakota . 1 65 16.92 83.07 63. 07 63.07 18.46 1 27.69 Nebraska . 7 1,017 73. 45 27.53 3.54 *22.52 77. 19 23.20 9.14 i 48.77 Kansas . 10 999 75. 97 43.84 1.30 7.S7 90.9 26. 72 5.21 25.22 WESTEBN DIVISION. Montana . Wyoming . i 57 100 100 100 100 100 Colorado . 2 S3 25. 88 72. 28 100 14.45 4.82 12.04 New Mexico . Arizona . Utah . Nevada . 1 79 100 100 50.63 15. 19 100 . Idaho . Washington . Oregon . California . 5 1,371 99.12 26.76 4.37 3.50 1.45 99.41 23.34 20.27 26.84 North Atlantic Division .. 148 25,786 56.22 41.52 5.86 13.29 13.18 81.70 28.31 14.53 30.15 South Atlantic Division... 14 6, 017 94.24 26.71 .31 4.83 4.11 97.15 15.92 9.92 16.75 South Central Division ... 20 3,012 85. 36 46.85 .99 1.46 6.60 98.04 29.48 14.44 48.34 North Central Division... 156 28, 179 55.54 40. 97 2.41 4. 15 20 84.99 23.76 11.33 40. SS Western Division . 9 1,590 95.22 26.85 3.77 3.02 1.26 99.5 27 22.08 32. 32 United States . 347 64, 584 61.78 39.79 3.55 7.71 14.82 85.81 25. 19 12.88 34.49 Table 39. — Distribution of Time among Specified Studies in certain Public High Schools reporting Four Years 1 Co i STATISTICS OF PRIVATE SECONDARY SCHOOLS. 491 Scientific Course. A 1 o a 5 - *8 6 g £ I •saoaapg aoqjo 3 s IS | jg ,8 ! ; | iSSS! ! ;3 :S i 'ill ;«ss ! li •^jjstmoqo © : «2 = ”«> S -SS : j ;?>§ : : co • « • • • • • • x> : ed 10 • • • oi ?j •soisXqj a p* g 18 S3 I |S j lg |S :2523 j£g 10 : ■m • d : : tjJ : • >e« : » : ed c> us o • © oi : : • : : : : : H :"r •eoipjtaaqpjjq 2 R is js j Is Isg£?ig2 Igg °* \£ js j ;$ \%U •nunuag m ns m m mg mi I is ! •qauaij S3 m -iiNbliiinisijm r4 : • • o’ tfi • o . : •‘m ! * ! rH : : : rH : 1 1 : : : : •qasaO IS ! m S i I i ! ! 1 1 ! 1 ! ! ! t ! is i u ! :::::::::::::::: N : : : : •aijBT[ « H Ms Hs Hi Is iiss j 1 1 1 i l H« 1 i* f II i*» i i*« ! i i 1 ■a.mj'Biajrq pue afhmSaTjq qsqSag 8 Is laifc Isj 1 Is Igsssss Igg O jg je| j |*5 •sinojj jo jaqmnvi fcjox 2 ! 3 it m is ! ii iiiiiii in - :n :eM icf : i-T : efrf^efef : — T-T e : : ! : : ■ « i 1 s 1 i ■g §> 1 < © 1 H o ! i £ •B3DU313S ioqio F< j iss j ; isss i j | is i Is is j : :ei^* : : : d d ::::«: :-si :?i : ii-*::: 3 : : : !,rH : : : : j •.Sijsnnaqo i o «< 1 |s Iso 1 |a 1 Igg lg 1 1 Iggg ; • ci ; IO CO • j I ■ Ig 00 ; ^ ; ; ; d rH 1> •soTS^qj s iggSB IggHgsS 1 jdN^id ; of eo‘ ^ o eo d : j r-J is ->r hj? d cs r-t ■soijBmaqvsjt | * jggs •nnraj3£) t* i ! IS ! ms i is ! ! I is i! ! i : : ■ :S : :S : 5 : i'- Jg : : •qauaij ; © I | | |8 i ! j ! 1 ! 1 ! 1 i 1 ! i 1 1°' ; : i j j j i 1 j j j •qaajO IS is ! isi 1 1 i i ! is jspfis i i | jsfj |8isS m ; H" :=S5S { j ; •uij'eq " •amjBiaqq pun aSenSuBq qsqjgug; r i « • IgSgggs^SBS Ig lg=ggS^§ j^g'ss^^sssa I® : s®»d»^ >2 -C -C •sxnoH jo jaqtan^i pqoj, M ilSIlllliglll iiiilSi! i Neo^'cfofefef^'rH'efd'of : ©fcf ef «g*HN Location of School. A.— Cities wh^sa Popu¬ lation is Less than 10,000. Helena, Ark . Thomaston, Conn . Valparaiso, lnd . Oskaloosa, Iowa . Calais, Me . Eastport, Me . JLopkinton, Mass . Melrose, Mass . IMymouth, Mass . Warren, Mass . Nogjaunee, Mich . Wyandotte, Mich . Ypsilanti, Mich . Ht. Cloud, Minn . Mexico, Mo . Claremont, N. II . Batavia, N. Y . Fayetteville, N. C . Fremont, Ohio . Marietta, Ohio . Norwalk, Ohio . 6 Scientific course tlio same. c Elective. Table 39. — Distribution of Time among Specified Studies in certain Public High Schools reporting Four Years ’ Courses — Continued. 492 EDUCATION REPORT, 1887-88. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 493 I ! s 1 § i n s co 494 EDUCATION REPORT, 1887-88. Statistical Summary of Scholars in Secondary Schools and Departments The principal statistics relating to endowed academies, seminaries, and other private schools for the present year are summarized in Table 40 and Table 41, Divisions A, B, and C. These show a total of 1,165 schools having 7,221 instructors and 126,721 schol¬ ars. In addition to the attendance upon these schools, scholars pursuing secondary courses in public high schools and in preparatory departments are reported as follows: Class of School. Number of Scholars. Public high schools. Table 24 . » . Preparatory departments of colleges and of seminaries for women, Table 43 . Prepax-atory departments of colleges of liberal arts, Table 47 . Preparatory departments of colleges endowed with the national land grant, Table 52... Preparatory departments of schools of science, Table 56 . 116,009 6,202 27,208 1,431 562 Total. 151,412 This gives, with the scholars in private schools, a sum total of 278,133. The following shows the number of endowed academies, seminaries, and other private secondary schools, reporting to this Office each year from 1878 to 1888 inclusive (1883 omitted), with the number of instructors and students. It should be noted that on ac¬ count of the exclusion of all public schools, the statement for years preceding 1888 dif¬ fers from the corresponding statements published in previous Reports. No. of— 1878. 1879. 1880. 1881. 1882-83. 1883-84. 1884-85. 1885-86. 1886-87. 1887-88. Institutions . 1,298 1,308 1,337 1,406 1,581 1,695 1,714 1,521 1,031 1,165 Instructors . 6,402 6,574 | 6,635 7,096 8, 241 8, 862 8,986 8,533 5,923 7,221 Students . 107,633 118,037 117, S82 128, 978 147,218 163,021 168, 286 157,926 94, 264 126,721 Table 40. — Summary of Statistics of Instructors and Students in All Classes of Endowed Academies , Seminaries, and Other Private Secondary Schools. <+•4 o u m m ° o Students. w o & o SCO -2 3 3*2 s * o' 'rt 3 6 *3 g » is 4 o H 1 3 4 5 6 NORTH ATLANTIC DIVISION. Maine . . 19 20 17 76 89 97 102 480 1 10S 1 117 2 °25 New Hampshire . 1 2°° ’643 m J Vermont . . . . . I ’ “ G A, OOd 2 189 Massachusetts . 11,159 3 091 9805 2,843 219 835 8 088 5 934 Rhode Island . g 738 957 Connecticut . . 22 157 1,165 343 5S4 1 047 1 882 New York . 157 44 8 667 16? 755 New Jersey . / ’ (7 15) ’ 1 4 646 Pennsylvania . (2,486 | I . (I 1 1,4455 52) ( 9 412 \5.764 3,4965 SOUTH ATLANTIC DIVISION. Delaware . 3 24 244 197 441 Maryland . 27 189 1 493 863 2 286 District of Columbia . . . 12 107 / ’ ~(1 80) ( 1,137 Virginia . 30 AV/ i 1 9s* 1 460 1 113 1 1 8 88 West Virginia . 4 LAO 1 7 1) IIO 4 40 141 236 North Carolina . 63 JL / 215 { ^ 27) ? 5 768 South Carolina . 14 13,194 882 2,4475 1 637 Georgia . 82 275 4 388 4 628 9 016 Florida, . . . 7 *50 328 690 l|018 STATISTICS OF PRIVATE SECONDARY SCHOOLS, 495 Table 40. — Summary of Statistics of Instructors and Students — Continued. c ? o — o O u ' Students. = 3D £ 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. Colorado . New Mexico Arizona . Utah . Nevada . Idaho . Washington. Oregon . California.... North Atlantic Division South Atlantic Division , South Central Division .. North Central Division.. Western Division . Total, 13 | 11 I 33 j 15 i 39 6 I 16 | 13 ! 29 j 52 ! 11 154 155 142 59 107 175 60 39 213 154 307 S3 145 94 140 354 if (63) l (1,146 1,600)! 2,284 2,426 if (1S6) l\ \ 1,779 1,667), 1,075 688 I 719 I 796 i If (210) i i(1.463 2,033) ! 793 ' 772 I 3S9 411 ; 1 1,416 1,685 ! / (472) ]\ [ 4S6 j 1,267) if (100) h I ( 2, 339 I 2,653)1 352 I 256 ! j 1,384 873 1 I f (270) l i ( 937 ) 430)! ' 1,766 1.703i f <275) ' ? (2,972! 2,845) f (75) V X 441 j 483) 235 I 431 ' 870 i 5S0 ; 182 698 289 1 1 12 9 23 450 239 170 228 (383) 831 24 528 625 I 857): 54 i 43 444 I 354 3,092 1,085 891 1,624 2,809 4,710 3,632 1,763 1,515 3,706 1,565 800 3,101 2,225 5,092 60S 2,257 1,637 3,469 6,092 999 667 1,450 442 987 ,071 54 67 264 , 1,633 2,122 3,760 5 (917) l (25, 282 19,666) S (307) l\ )12, 127 i 10,993) ) ' (459) I « 9.648 ! 10,393) ) (1,192)' l (13,199 | 13.206) ) (383) ( l 4.526 4.423) 45, S65 23,427 20,500 27,597 9,332 1,164 j 221 ) (3,258) ( 7n 1 (64,782 ; 53,6Sl) 496 EDUCATION REPORT, 1887-88. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 497 498 EDUCATION REPORT, 1887-88. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 499 Table 41.— Summary of Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools. 500 EDUCATION REPORT, 1887-88. •saoi;oTJjauaa[ e Ci Sign iSII ! j IB gsW ;g"g | | j I- •spunj[ aArpnpcuj urojj amoouj a m IBISllgll ! i i is if! •spiral aAtpnpoij jo junouiy « ilililgli ll i Mg p:i¥isi3i * in-’ •sSarppna puB spunoi£) jo anxqA w* IIIIII3II fill Ig pilllllS gaW ig ^ r-T : •sniBJBddy ogipiaiog jo onxBA Sllllllll llll il aNOS-rvS;=S "" 1 •saiiBjqi'i ut saranpA \s §16211113 llll ig j o-oo-o - ]•>“ Students. UB9A oimapBoy jo asoxo aouig | aSapoo paaa^ug; a-ABq oqAi. xbpj, j s s^sss^ggte s j Mg qooqog oqixuaiog pun aSajxoo -toj SuuBdaaj; xtqoj, ; « ' ■ I888*SHS 8 i : is ig : : V. o 1 M 3 M o •©XBuia j[ 2 j srS^-SSS ° j ! r is : : •aiBpj 3 ssas^sgss * j : |s \n til! 1 Sgo •aXBOT3,i e fcsss^sgss N !° fa ; : •3XBH a ' gg3|Sg||g 8 ° ii : •p*wl 06 gsagsisBi siiisg rtONO CO ■aXBtuoj b- sllsSlsfl Si”gs| r-T lO « •aiBjt « 1,058 007 1,120 1, 090 182 524 5,102 1,121 2,800 244 407 91 28 L 45 2, 160 Instructors. •mox IS HOMOHONLOC. ^ CO P*OC5CiOOONLCiO CO r-i CN LO i~t r-i •8XBUI3A * i | OCOOO^CNO^ ^0>»0C5 ^CO coco^OrHTr r-i 04 r-i • •aXBH M NS-i-Nonon ooONfi : 20 KINrJinNClOIl 1-11-1 1-1 :t- •siooips jo laquxn sf « J® lo r- eo >^6 ec -j mkimoi-^ rnHCO ^ 1 1 States and Territories. NORTn ATLANTIC DIVISION. Maine . New Hampshire . . Vermont . Massachusetts . Ithode Island . Connecticut . Now York . New Jersey . Pennsylvania . SOUTH ATLANTIC DIVISION. Del aware . Maryland. . District of Columbia . Virginia . ■West Virginia . North Carolina . STATISTICS OF PRIVATE SECONDARY SCHOOLS. 501 111 mt ms § iiii§iisii ns m i m ; mm «n ei'^cTeo : con o ;co • :»h ;io • :co : cg'o'o cTio - 1 - : ~ " j j 1 i i ! s i" ! ii isi in 1 i gggggmiis l ins i in i §§iii • -a .-< |hh : : to h* ,-i of co" t-Tr-Ti-Tef : : ch : • ciri : gf cT tjT gf id" E a e* ii§ iii Hi i i iiiiiiiiiii ! ii ii i in i inn isg" “Jfa i is 1 1 1 154' is I las? I gssVg : III! 1 1 r 1 1 i ‘orH 5 8 » ill liiiiin iiiiiiiiiii i ini inn sssss ns S'sW8' sW8IS8S'$'g i i“-s isss'S gs'iii : j j o' cf : : : s i o ip nil iii | sissgggggss i is is i ins sssss • n" nh :cq : oricoeiH isho : • ; : ] g" t'T x' g ch i s IIS lllglsii r-sliilsllli | jggi lips EB8S3 weo" co t> o 'j-ojf jpooiiWio'wo»Nr'‘ :■ ca : r-i cg^cjo'o g I SSS SSSS"*!.0 j g^S^SSgSSS ! jo^ j jooo U||| « t> ifl si8 isis is» i s*s»8'8ssi*s i is=s M** siiii : : : : : w-T-Tef s x' Sgg SS10^ i§° | ONgeocoeogoPHt; : i i M Hi! 1 sgs §§23 ji§rt j S^gS^&^ggSg j j is*-'" §§§§§ : : • : : : 8 °§2 §g§20 j&g j §2&°2gS§§2$ i lsMO j Igggs i i \ \ i i 'J,N'ieo 8 3§s §§§§ igs i gs^sogaggsg ; 1^“ i ;°2x ggg|s 1 sis gssiisss • ssinmm i isis Nsi sssss r-Ft^r-T t-Tco' ol'r- T «Vl“ r-Tr-Tcf rHCO%jT rH j i r-' j r-T ® JO^x'lO 1 1S1 igliilis SSSSSESSSSS i ins 1*828 sliiS » r-Tr-Tr-T ri i-T r-Tr-T : : : eoKoVcT : : 5 E B III E282SiE3 IS§j«sS13§§ j i”SS 1*813 §SSS8 CO N H rH r-t j • • N 1 § Sgg Sg§33g§3 gg§S§ggg£3S j ;233 hsss Sgggg : : : — T 1 » Sgg g§£§£S§3 j [“SS ggggg : : : I — T j n°°S {"S®!* ||2gS 1 10 s*- ' sc>§^‘o®§^si3t' { i-^3 1 South Carolina . Georgia . Florida . SOUTH CENTRAL DIVISION. Kentucky . . . Alabama . Mississippi . Louisiana . Arkansas . Indian Territory . NORTH CENTRAL DIVISION. Ohio . . . Indiana . Illinois . Michigan . Wisconsin . . Minnesota . Iowa . Dakota Nebraska . Kansas . WESTERN DIVISION. Montana . Wyoming . Colorado . New Mexico . Utah . Nevada . Idaho . „ . Washington . California . Nortli Atlantic Division . South Atlantic Division . South Central Division . North Central Division . Western Division . United States . . a Includes 3,258 students, sex not 502 EDUCATION REPORT, 1887-88. Detailed View of Peiyate Secondary Schools. The detailed statistics of endowed academies, seminaries, and other private schools are presented in Table 42, Divisions A, B, and C. As a means of affording a somewhat clearer conception of the variety and scope of secondary institutions special statements of several are here presented, together with brief notices of certain other instrumentalities for the promotion of this grade of educational work. The McDonogh Institute , McDonogh, Md., differs in several important particulars from other endowed secondary schools. Pupils enter at about twelve years of age and leave when between sixteen and seventeen; some to seek professions, the great majority to enter upon industrial or commercial pursuits. The great endeavor of the institute there¬ fore is to train boys “to become faithful and efficient workers in the world.” The entire course occupies six years of forty-two weeks each, but four years is the av¬ erage time spent by pupils in the work. On account of the peculiar character of the school it is difficult to present the programme in a scheme adapted to schools which make preparation for college a special feature. The following extract from the catalogue for 1887 gives a very full statement of the plan of studies and the discipline of the school: “A thoroughly healthy location, and the wide range the farm affords, give us an ex¬ cellent basis for physical development. This is utilized by a good deal of active outdoor life. Part of this outdoor exercise comes in the way of work — tasks of garden and farm labor — by means of which the boys receive a portion of their hand-craft instruction, but so far as physical development is concerfied, the most valuable part of this outdoor exercise consists in the open-air sports to which they are devoted. Not only are foot ball, base ball, and other athletic games kept up with great zest; our wide woodland and numer¬ ous streams afford opportunities for wood and water sports which have been fully used. Alioutdoor sports are encouraged, and our opportunities for these are so exceptionally good that we have never suffered, in good weather, from the lack of a gymnasium, and indeed have preferred the zealous pursuit of these free sports to any other system of physical exercise. Care has been taken to re-enforce these means of physical training by good sanitary arrangements — including well-ventilated rooms and simple diet — and by ■the establishment of healthy habits of life. • * * * “ The curriculum is necessarily shaped by the limited time at our disposal and by the probable careers upon which our graduates will enter. It is from these points of view that the classics have been excluded from our regular course. They are not best suited for the training of youths who are to go into active life at seventeen or eighteen. Special opportunities for classical study are given to those scholars who ex¬ pect to enter college or university. The leading subject of study in our school course, especially in the earlier years, is the English language, the knowledge and use of which are considered of the first importance. At the end of the second year German is intro¬ duced. The language teaching (including bo^h English and German) occupies about one-third of the whole time assigned to study. Next comes mathematics, to which is assigned about one-fourth of the entire study time, and which is taught with careful reference to the training of the growing reasoning faculties. “Geography in the earlier years is followed by American and English history in the later. The course in science embraces the elements of some science of observation, like botany or zoology, followed in the last year by physics or chemistry. Physiology has an important place because of the conviction that any educational scheme which leaves the scholar ignorant of the organs and functions of his own body and the healthful use of them is a travesty. Drawing is a part of the work of every class; book-keeping and short-hand are taught to the upper classes, because of their utility; and instruction in vocal music, according to the requirement of the founder, is given to the whole school. This course of study, which is shown in detail in the schedule, consumes on the average about thirty-one hours per week. That is, this amount of t#fne is spent with the teacher, either in recitation or preparation, to which is to be added, especially in the higher classes, a considerable amount of study done by the boys in their own time, be¬ sides this work in the school-room, there is the manual training instruction and prac¬ tice, which occupies about nine hours per week of each boy’s time, and includes shop- work, printing, type-writing, and garden and farm work. “ The highest aim and best result of any system of school training is the development of character. This is promoted more by the instilling of good principles than by the instilling of knowledge, and it depends more upon the establishment of habits of correct feeling, thinking, and action than upon the instilling of either principles or knowledge. Hence the importance of -a systematic and uniform discipline, suited to form those habits' of life which will conduce most to efficiency and usefulness in after years. ‘ ‘ Hence the even greater importance of cultivating right views and feelings. This can only be done when the relation between teacher and scholar is one of mutual confidence and respect. The intercourse between our scholars and their superiors is friendly and PRIVATE SECONDARY SCHOOLS. 503 unrestrained. The teachers participate in all the leading games and sports of the boys. No reserve keeps the boys at a distance, no espionage renders them uncomfortable. Truth, honesty, and fair dealing are the basis on which it is assumed that all wish to stand, and the boys are encouraged to maintain this basis. Their sense of responsibility is developed by placing many matters under their own control and by consulting them about others. Thus jurisdiction is given them over offences committed by one boy against another. These matters they regulate with firmness and good judgment. Of¬ fenders are often regularly tried 'by them, and rarely have their decisions been found harsh or unjust. Cheating in recitation or other school work is almost unknown, be¬ cause of the strong public sentiment against it, and of the promptness with which the boys repress it. This matter is in their charge almost altogether. A boy guilty of such practices is looked upon as one willing to take unfair advantage at the expense of his fel¬ lows. He loses caste and soon finds it necessary to reform his practices, and a reform of principles is likely to follow. * * * Our boys, in short, constitute a community; they are taught as far as possible to govern themselves with justice and right; the moral and religious lessons given them are impressed by practice; they learn from experience the value of good motives of action, and the inconvenience and sorrow that flow from bad ones.” For 1886-87 the schedule of studies was as follows: The Sawi? i Academy and Dowse High School, Sherborn, Mass. , is an endowed school, having substantially the same course as an English and classical high school, with spe¬ cial facilities for preparing boys for technical institutes. It reports distribution of time as follows: Studies. i Hours per Week. ! Weeks ! 1 each ' Year. Years in ! Course. Studies. Hours per Week. Weeks each Year. 1 Years i *n Course. 1 C. S. C. j S. C. 1 S. j C. s. C. s. C. s. English language and literature. Latin . . . Greek. (5) ■L (37) (37) c a German........... ............ I JfL Mathematics . j Physics . i Chemistry . ( i 0 a 5) >) 5) (37) Jl Franrh (37) I (2) 1 Othe# sciences a . (5) i 1 1 a Geology and Natural History and Astronomy, two terms each. Thayer Academy, South Braintree, Mass., is an endowed school intended to supple¬ ment the school system of the town. It offers two courses of study to graduates of the high school or to those who have had at least two years at a high school. One of these courses is called the general; in this English, mathematics, and modem languages pre¬ dominate; the other is preparatory to college. Both courses are the same during the first year, so that distinction between the two does not begin until the second year. 504 EDUCATION REPORT, 1887-88. The following is the programme of studies and time as reported for 1887-88: Studies. Hours per Week. Weeks each Year. Years in Course. Studies. Hours per Week. Weeks each Year. 1 v- i Y ears in Course. C. s. C. S. C. S. C. s. C. S. C. ! s. English, language and 5 38 38 4 4 German . 3 3 38 1 38 1 2 literature, a Mathematics . 5 5 38 38 4 4 T.atin . 5 2w 38 38 4 4 Phvsics . . 5 5 38 38 1 1 Grfiftk . 5 38 38 4 4 Chemistry . o 2 38 38 1 1 French ft . 3 3S 38 1 3 Other sciences c . 2 2 19 19 1 1 a Classical, five hours first year, two hours second, third, and fourth years. 6 Scientific, three hours first year, one hour each second and third years, c Astronomy by lectures to the whole school. The Phillips Exeter Academy , Exeter, N. H., is a school of distinctly secondary grade. Candidates for admission must be at least thirteen years of age, must present certificates of character and a full statement of the amount and kind of work previously accom¬ plished. The school comprises two courses, classical and English. The students in the former are all preparing for college, which work covers a period of four years. The English course is designed for students who do not purpose entering college. It includes all the requirements for admission to the Massachusetts Institute of Technology, the Sheffield Scientific School, and similar institutions. The total attendance for the present year is three hundred and twenty pupils, of whom 67 A- per pent, are in the classical course. The academy is well endowed, possesses a fine gymnasium, and has excellent provision for science instruction which will be greatly increased by the new laboratory now in process of erection. Liberal provision is made tor meritorious students who have not the means of defray¬ ing their expenses at school. During the past year $1, 670 were appropriated for scholar¬ ships, free tuition was given to ninety-two scholars, and the sum of $135, contributed by the alumni association, was lent to meritorious students. The Preparatory School for Lehigh University , Bethlehem, Pa., offers a course arranged with special reference to the admission requirements of that university. Experience shows that the young men who have mastered these have no difficulty in passing the examinations for admission to other universities. The following schedule of studies and time is reported by the school: Studies. Hours per Week. Weeks each Year. Years in Course. Studies. Hours per Week. Weeks each Year. Years in Course. C. S. C. S. C. S. N C. S. C. S. C. S. English language and literature. 4 4 35 35 2 2 Mathematics . 15 15 35 35 2 2 Phvsics . 4 35 35 1 Latin . 5 35 35 2 2 United States history and political geog¬ raphy. Physical geography.... . 3 3 35 i A Greek . 5 35 35 2 French . 4 35 35 2 2 German . 4 35 2 3 35 The William Penn Charter School, Philadelphia, Pa., founded in 1689, has nearly reached its second centennial. It has an ample endowment, a superior teaching force, and full equipment as a college preparatory. The following detailed account of its or¬ ganization is taken from the catalogue for 1887-88: ‘ ‘ The school is arranged in six classes, and these classes, when their size demands it, are subdivided into sections. The work of each class covers a period of one year. The three upper classes constitute the senior school, the three lower the junior school. The staff consists of a head master and thirteen assistants. The head master, in order that he may concentrate himself wholly upon the management of the school, is relieved both of teaching and of clerical work. Each subj ect of study, or at most two, con¬ stitutes a distinct department and is placed in charge of a competent specialist, whose entire time and efforts are devoted to this school; that is, the school enjoys the advan¬ tage of a complete and exclusive staff of experienced specialists. PRIVATE SECONDARY SCHOOLS. 505 “The requisites for admission to the senior school are, ability to read English with ease and expression, to spell any word of common occurrence, to work all the important rules in arithmetic, to read and parse selections from Cicsar’s De Bello Gallico, III, to take up with profit such French as About’s Le Roi des Montagnes, and to pass an ex¬ amination in general geography and the history of the United States. “From the examination of those new boys who choose the classical side, French will be omitted; from that of those who choose the modern side, Latin will be omitted. Provided a candidate’s ability were above the average, and his knowledge of English and mathematics at least one year in advance, it would be possible for him to enter with no knowledge of either French or Latin, as the desired language could be brought up by extra lessons during the periods which would otherwise be occupied by English and mathematics. “The course of study of the senior school is arranged to meet the wants of three classes of students, — those intending to complete their studies at school, those preparing for a scientific or technical school, and those aiming for a classical course in college; the first named take the modern side, the second the modern side with modifications, the third the classical side. “The requisites for admission to the junior school are ability to read and spell selec¬ tions from a third reader, to work federal money and decimal fractions, to pass an ex¬ amination in the geography of the United States, and to write a legible hand. ‘ 1 The school has a completely equipped gymnasium in charge of a member of the staff, who has given special attention to physical education, and every boy is required to exercise daily under his supervision.” The course comprises si? years of thirty-six weeks each, the division of time being as follows: Hours Assigned to — Classical Course. Scientific Course. Hours Assigned to— Classical Course. Scientific ^Course. English language and litGifiturc, 1,358 1,368 Physics . X v . . 144 T.at.in . 792 288 Gengraph v . j i Greek . 540 .History . v 432 360 French . 216 720 Drawing . 216 216 German . 1 540 Penmanship . 144 144 Mathematics . 864 864 1 ii • JS The Cambridge School for Girls, Cambridge , Afass.J— The increasing efficiency of secondary schools for girls is one of the most important Results of the movement for the* higher education of women. It is indicated by the large number of college graduates who are sought as principals or teachers by the number of schools established for the professed purpose of preparing girls for college, and by more thorough and definite work in the entire course of training for girls. One of the most recent examples of secondary schools growing out of this movement is the Cambridge School founded by Mr. Arthur Gilman, who furnishes the following relating to it: “Sly experience led me to found the Cambridge School for Girls in 1886, and more than sixty young women are now instructed in it in a building adjoining the ‘Annex. ’ The teachers in the Cambridge School are eight — one graduate each from the Annex, Wellesley College, and Smith College, two from the State Normal School at Fram¬ ingham, and a teacher in each of the departments of German, French, and drawing.” AGENCIES FOE PROMOTING SECONDARY INSTRUCTION. The value of private instrumentalities in the work of secondary instruction cannot be questioned ; but it is evident that the absence of all legal requirements with re¬ spect to material resources and the professional qualification of teachers gives opportu¬ nity for the existence of inferior schools. As communities advance, however, inferior schools find less and less favor, while those that are suitably equipped voluntarily seek the conditions most favorable to successful work. Thus there is seen to be a natural tend¬ ency to improvement in the private as well as in the public schools of progressive com¬ munities; nevertheless the opinion is very general that the former should be regulated by law to some extent. Thus far New York is the only State in which provision has been made for the sys¬ tematic supervision of private schools considered apart from their relation to colleges. This is done by means of the regents’ academic examinations, which were fully described in the Report for 1886-87. As there stated no school can share in the literary fund un¬ less it comes under these examinations, and in order to secure this privilege it must ful¬ fil the required conditions with respect to buildings and equipments. 506 EDUCATION REPORT, 1887-88. The examinations, instituted originally with sole reference to the distribution of the literary fund, have proved to be of much greater importance as a means of systematizing and stimulating the work of the schools. In 1886-87 the number of academies visited was 294, having 1,376 teachers and 39,523 scholars, of whom 14,448 were academic. The total number of subjects covered by the three grades of academic examinations wa3 41. The number of answer papers sub¬ mitted was 92,108, and the number for which allowances were made from the literary fund was 84, 440. In several States, associations have been formed, some long standing, others of recent organization, which have for their object the improvement of secondary instruction. The Office has received the report of but one such during the year under review. The following is a brief resum6 of the proceedings at its annual meeting. The organization known as “The Associated Academic Principals of the State of New York” held its third annual conference at Syracuse, December 27 and 28, 1S87. “The committee appointed to represent the Associated Principals at the Conference of College Presidents, in connection with the convocation in June, reported that a series of resolutions was prepared and submitted to the conference. The discussion, however, re¬ sulted in nothing definite, and the question of college admission remained much as be¬ fore. ’ ’ Following the report of the committee the first subject discussed was “The Teaching of English.” The importance of the branch seemed to be fully recognized and progress was reported both in the methods and the results of the instruction. The 1 1 Teaching of Greek ” and the “ Regent’s examination in mathematics ” were also considered. Among the resolutions which were unanimously adopted were the following: ‘ 1 That the increasing attention given by our schools to the study of English is grati¬ fying and should be further encouraged, and the correction of errors of expression should be such as to stimulate the pupil’s thought. “That the use of special topics in the English literature and history regents’ exami¬ nations is helpful in arousing a spirit of original investigation. “ That it be the expressed opinion of the Associated Academic Principals that the time now prescribed by the regents for the examinations in mathematics is the proper time. “ We wish especially to commend the excellence of the questions sent out from the regent’s office, contributing, as they do, so- effectually to raise the standard of scholar¬ ship in the secondary schools of the State. “ That we request the colleges of the State to accept the regents’ diplomas instead of an entrance examination for the subjects covered by them.” The Massachusetts Association of Classical and High School Teachers and the New England Association of Colleges and Preparatory Schools are vigorous societies whose influence is felt throughout the country. Similar societies are working successfully in Western States; among the most efficient of these is the Northern Illinois High School Teachers’ Association. As a rule, State teachers’ associations have a department devoted to the interests of secondary instruction. The inquiries, discussions, and practical efforts of these organizations are reflected in the advancing standards and the better organiza¬ tion of this department of educational work. Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-83. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 507 •[ootps ogjj -uopg jo oSouoo ut 9SJti03 Dgrjuojog jo] puu QSJUO3 (lt0t6SU(3 0^01103 joj •optuo ottuopuoy ut joqtnn^i T«»o>L :SS2S O CO © t-H 00 o 1-1 -h eo T«>°X C5 ^ x 10 cc 10 oocot^cicv •opjcuoj | QC •9I«K * :cOrH •uoipnuraouoci snot°i(oji % o £ « o a •SutUOdQ jo GJUQ I S •J3jJt?qo JO OJTJQ CQ S _ 03 r,1 o K o i=I o'd ir ai > -“i • d -d a’-'. O J3 5 2 O 5 6 3 o « © rs ® y >» <3 o £ 3 cn oS ^ • 3 O > v3 0- a) tc « a ' §:§ O © 3 y o=~ o 1 < I o, a a- a ■W © 61® ►®2 §S.2 a fe & > o s 03 O ■{■> O .5® a 2 a> ©,0® ®£.2 © © a £ M 2«ag s g ©£ KSOft a o .ts>* a a S « s © 8 ;^w-32 a a In £ 2 n J O <«0 © ©• §<% g c ft «fn a a£ a a a cj a £ ® © 3 £ Ei A c3 o 0 o 02 £ w | CO 05 B co^ £- w a a a £5 o 1 u It: 'c rs ■ a> o ! 5 5 . to ^ a © OSrHtOtO I" OO N 03 %< A 3 I* CO ^ o l> 00 G> STATISTICS OF PRIVATE SECONDARY SCHOOLS. 509 “ I i : : S 1 | : : 1 ! ! m : : : : : : : : i : : i : : : o CO o 1 r3 !g ! j : : : : : ii Mi ! ! : : : : i i m : : *: ii! s* : i : : : i i i S i 1 M|s| CO SI 8 1 |88 12 j j : : : : : 8 j 28 i : 88 1 S § 8 s 82 O «-i s § 88888882 8 8 srs 838 lO -< »M c< rH eo OW CO ^ CO o S3 8 SSCCSh°°h o o S88 OkSO rH C5 00 CM ON HMHNO Cl 00 nwoHKooo N 00 £88 t*< o eo NH |- : . I : 1 N 1 H H H I ^ rH Iii : : : Non-sect... Non-sect... Non-sect... : i Mil! O a 0:0; fcK £ \'& ; : 6 id : : : 1? o o £ 55 is m m •g 1 J o w A< ! i i : : : odd PS33 i :J S Is5. KS’l ss'S Ill § ii mil 11 11111111 1 1 111 III { j j ; : ii iiil : : : : : 1 i i mill is i i : : in 1 il -i .i-i D. Cabell... ; j \s iii : : : h m • c : : : »- u : : : 1 1 S : r3 : s . ; ! ! ! M H ! :::::::: 1 j * *; 0 j | ! = 35 : 0 j : : P v 0 : - : ; : 12 1 B| j iH in 1 : : iii ; i : % • : i-3 5 IS I 3 a 1 m £ i J J g s s 11 iUI: ss-gsj is *Mn\ J£.-2|§^-§ I O = =ds-3 dS *2j s- = t- ^ ~ sM.a^s>> : j ill ism in >»o£®^S^’3 sa iilisifi i‘l IIIIllSl I 8 : : =3 *=• : C : : *-a : 5 : i §13 1«| Is! ” o o III So: cc^Ed 1 1 j \ I 1 ! I !U 1 1 •& : 1 1 1 I £ slsa^S" ! ! HI j i Hi 1 j o | |l| | 1 !|1 !:?ll 1 S III I 3 £as 5 S sii 510 EDUCATION REPORT, 1887-83. •[OOqOg OTJIJ -uaiog jo aSaqoo ui osjnoy oqtjuapg joj put? esanoo pjoisstqQ aSapoo joj .gutJBdajj •aptuO oiraapTjav UP Jaqtnn^ •I^JOA •aiBoxa^ •3M ■uonBuimouacj snoiSqaa •SuiuadQ jo ojtjcE •jajitsqO jo oj'BQ 00 (M 2© *£> Tj< 00 Bn 3 . . o nscccfl .00000 1C rH CO oo r- cc CO 00 ^ CO iO 05 lO 00 8S 00 00 I 05 © 'r* 02 -£ is O) Cl rtCfiK ©~ JJ 1..3-3 « h5 M ^ * o \a-% , 3 02 ) « © i 3 >!* >.0 3-5 £co - i-aSS , j^as® •S © a >>m & sSo^Ob 2r2^ 2 3 a £ 5 o © r? o. 2. "a £ ^ Eh gSR^a SSS § 3;~ o © © 0,3 S 3 g’O* © 3 3 >.2.0 tS33 fifiQ ^ © © *i> > - ■ -a-2 » pan 3 o 3 O § rt 1000 CO N CC lO 00 CO ^ CO G G o o fc £ O lO K3 o oo co ©■ : : : © 1 J : 3 : 02 © ft © 3 3 ,02 — T3 . 3 92 0 © s ’© ^ 2 &>> = 2 r 3 G i I . r^- 02 ; jh* 3 £ ! 3 o ■g a c3 SSgBg u opSl® £ 03 o O © © '3's as ©02 & c 3M 3 N © 3 feO lil isa o < S-g £ s3 2 ^ M ft 0CC5OH U5 lO IO lO O O STATISTICS OF TRIVATE SECONDARY SCHOOLS. 511 I I £2 : MM : w S : : ! I r"3” P« ! I ;S i i I'-s i I IS is i is i i 33 §833 3 S “SffigSS S8SSS§8SS|gSSS S§ • MS — %s w l- t' o c; x -r- o»M' JCl'I-X-"/.* 'S3 3 t- l-; t> lc CT! -o : is n in si so “:i; : — i- :«-< -Oi-i ! 55 i i i IJ i C03= « s * I ! Ill H| a C =2S : = o car . : a 55 ZZ2Z --X mmm it.il -He ill os o ■ zz-^Z i ; o : . 0 :£ i-Z psI ii mi 1 1 mill iiiiiiiiiiiiii i ii : • i ill 5 s I i Hi Hi Mini i ! JJ c| 25 ii i i i 1 i u * * I ^ t . ol Z-^e-'s>-3 | = J E s* = - i* : =•* ~- o • C ^ ~ x*oa -3 ® mill i SiiP* i ! m =: = a x ;*«> ii ill'll iyll* 3-5^:: _ §1|'=|1 JUj ‘^o lln&l sill!”!. miinmmi © £ i a O £ — — - > r S ~ £ IliilMlillII = = il o : ii|lo-|? 5|I-£2oJ UlliU :-jzzf:s i| Vi o If £ y |I ® = Ics of 1880-87. Table 42. — Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88 Continued. Division A. — Private Schools for Girls. — Part I — Continued. 512 EDUCATION REPORT, 1887-88. •JOOTpg OTJTJ. -naps JO aSaIIo0 UF asafioQ agijuaps .toj pm? asjnoo j'eaiss'BK) sgapop joj guiJBdajj *9ptU£> oiraapcay ui .xaqmnx; T*V>ji •0XBUI9j[ •uorpjaiuiouaa snoiSqag; £ IninadQ jo a^a iO>M WOWrt O IO I M O 1C O — l O iM f OXt’COt'OO 00 LO CO rH CO rH Mia co -< hCo” ! « *5 8 2*0 3 2 „w S IP i>a«-.50 > M ® 3 >’ j jjJ 4) £ ^ 0 «b o m ■3.8 S 'o S 5) 3 “ jjQ ® * - 5 ®GQ S32 «3 ®" " - ©£- fiJS x5 " ©S g~ >* ® > i ErP s fccS a© £.7 -s S’© o ^ os %< 13 85 » 0 4)8 '.ioO. OKHoaP-<^2 1-1 Jp > 03 §•3 •gJ-SJ^S^’g oa cc c3 5 c3 P s g *3 S a a oc 88 00000c STATISTICS OF PRIVATE SECONDARY SCHOOLS. 513 iswksoe* : n : I i > o :o::o:::::::ioo?ii3 hn :n 4 i I * I I I ! ! I ! I! ! \\ !!!!!!! I ! i ;E353 !SS S ! Ns Hi isss [si « i I S IS5S : : : : : : SSSSSggS S SSSg S§3£SSSg3S8SS33S 8S® SSSte c. -- X LC c c x - ccm:^cc^ co i> r^» o t>» r N co no — e i— x o* n M - - C r- ^ 'f :i -h rs - -t* i ! I ! I ! MJ !. oh5S Ifd^M I : I d i ! iS^S. \i\ ! :: j 3 & fc £ £ ■ lo ! SSo : :£ : : I )mm S fill gSifilglsIiiiili- IS! Issg nmm j : : : : ; ig ini is in liiii H Hi 111 I I : I mm \ Kill l Jjiifip 1 If 252*11 111 2 sss s ::::::::::::::: HIHI Mil! I : ! ! i > is Mi > ® _ «si ►i3s fflfiailffi a mmm II Eg JJI US I lis lllg If! is?| .SI nil Jl£ 2.112 iimniiiiiii! as ini il? l!!Uii!j!!l ,i,; ‘ill! Will mm USfflfl i fill ibfjl ill!! :? ililir = 3^ts SfaSssfi ss ■x — --- =r^ c £ ? elawsl>s •Stutiallca of Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. 514 EDUCATION REPORT, 1887-88. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 515 •• • : • • L l “° i i ] p i : : : : : : i mu i j 1 1 j i r 1 ! 1 " 1 : : : : : : : : ; : : : : : ! : : i : * = ; ; : i • \ • i i ; ir j ! i i i i i : : : : i j ,: : : : i I88 H I35 i S3 (S j | | S S S | M 1 « o j x i So | KSg'Sgggg Sg g § S 8 8 § 2 S ? § So § 2332' i t- OOOMl'-h O 2 2 to o o 'f o t- eo i NCiooco^ :ooo rJ'Ji OOOMO O CO (N ift o O c a § o fi ® ■“ JS >» H .3 ^g8gS8>S o w *5 = >.-~ §1®§a§«®‘a 3 £ © 5 =Sh « P< a «g.S-5-QQ H -J, C-jS ®_I C s © £.3 c ^-gccftfiS o it_£ O30 qV > 5 J£ s5 ,3 >>,2 © = ©JS © «-s3 'O ti ixt-z: fist? .2*5 §-3 « le 42. —Statistics of Endowed Academies, Seminaries, and yate Secondary Schools for 1887-88. Division A. — Private Schools for Girls.'— Part II. Name. 13 o h © 45 3 14 15 •o . S 8) o a 02 © i > 16 S 3 ©fa fa o 17 C *fa © o a* ori P a 18 ALABAMA. Noble Institute* . Marengo Institute . ... Home and Day School* . Hamner Hall* . Desbler Female Institute*.... ARKANSAS. Arkansas Female College.... CALIFORNIA. Convent of Our Lady of the Sacred Heart.* Field Seminary . St. Joseph’s Academy . College of Notre Dame* . Irving Institute . School for Girls . Miss Lake’s School . ... Young Ladies’ Seminary . $15 25-50 50-100 30-60 1,500 $50 $831, 000 10, 000 25,000 15,000 a300 50,60 700 1,350 800 1,000 2,000 COLORADO. Wolfe Hall . CONNECTICUT. Hillside Seminary* . Mrs. Burke’s School . Greenwich Institute . The Elderage School . Home and Day School for Young Ladies. West End Institute . Institute for Young Ladies and Children. DISTRICT OF COLUMBIA. Holy Cross Academy . McDonald-Ellis School* . Norwood Female Institute... Waverly Seminary . West End Seminary . a260 100 80-160 100 50 20-30 30-80 40 40-100 40,60 40-106 30-50 60-100 100 50-80 40,000 10,000 800 1,000 1,000 2,000 700 100 300 400 40, 000 '$000 150,000 22,000 1,000 400 400 150 10,000 20,000 (ft) 600 200 1,000 800 400 "l50 80,000 35, 000 (ft) (ft) GEORGIA. Home School for Young Ladies. Spelman Seminary* . Washington Seminary . Chappell Seminary . . Select School for Girls . Female Seminary . St. Joseph’s Academy . 8 46 56 30 20-40 40 500 500 200 65,000 (6) 7,500 ILLINOIS. Girls’ Higher School . Grant Collegiate Institute.. * Statistics of 1S86-87. 50-132 60-125 1,500 600 250 (ft) o Includes board. b Rented pro STATISTICS OF PRIVATE SECONDARY SCHOOLS. 519 Table 42. —Statistics op Endowed Academies, Seminaries, and Other Pri¬ vate Secondary Schools for 1887-88— Continued. Division A. — Private Schools for Girls. — Part II — Continued. 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 Name. Annual Charge for Tui¬ tion. Number of Volumes in Library. Value of Scientific Appa¬ ratus. Value of Grounds and Buildings. Amount of Permanent Productive Funds. Income for the Year from Productive Funds. Amount of State or Mu¬ nicipal Aid for the Y ear. Amount of Benefactions Received During the Year. 3 13 14 15 16 17 IS 19 20 Illinois — continued. a$150 2,000 5250, 000 emy * 40 3, 500 200,000 nary.* 10-20 ,700 $1, 580 201,000 $2,092 10-30 600 24,200 o360 1,000 100,000 0 0 0 $1,500 St. Francis Xavier’s Acad- 25 100 100 40,000 54,000 400 0 emy. St. Agatha’s School . 30-60 200 150 15,000 0 0 0 50 160 50,000 Sacred Heart. * INDIANA. Classical School for Girls . 60-120 16,000 Indianapolis Institute . 60 St. John’s Academy . al50 700 0 0 St. Mary’s Academy . 4, COO 1,000 o St. Mary’s Institute . al80 INDIAN TERRITORY. Harrell International Insti¬ 15-25 S80 1, 000 $1, 000 tute. New Hope Female Semi¬ 0 150 15, COO 10,000 nary. Wheelock Female Seminary. a50* 900 14, 000 5, 500 300 IOWA. St. Katharine’s Hall . 60 3,000 75, 000 Visitation Academy* . . . 15-25 500 50, 000 Young Ladies’ School* . 40-60 KENTUCKY. Nazareth Academy* . al54-176 3,800 Hampton College* . 150 5,000 Hayswood Female Seminary 35-50 150 8,000 0 0 East Kentucky Normal 50 600 150 25,000 0 0 School. Garth Female Institute* . 40-50 Miss Tipton’s Select School... 40 450 100 5,000 0 0 LOUISIANA. Feliciana Female Collegiate 20-40 0 3,000 0 0 Institute. Carnatz Institute . . . 81 8,000 School for Young Ladies 50-100 8,000 Southern Academic and 45-100 150 20,000 0 0 Kindergarten Institute. Shreveport Seminary . 40,50 MAINE. The Caswell School* . 60 0 Douglass Seminary . al50 * Statistics of 18SS-87. a Includes board. 520 EDUCATION REPORT, 1887-88. Table 42. — Statistics of Endowed Academies, Seminaries, and Otbeb Pbi- vate Secondaby Schools foe 1887-88— Continued. Division A. — Private Schools for Girls. — Paet II — Continued. . Name. Annual Charge for Tui¬ tion. Number of Volumes in Library. Value of Scientific Appa¬ ratus. Value of Grounds and Buildings. Amount of Permanent Productive Funds. Income for the Year from Productive Funds. Amount of State or Mu¬ nicipal Aid for the Year. Amount of Benefactions Received During the Year. 2 13 14 15 16 17 18 19 20 MARYLAND. C9 70 $5-50 50 300 0 0 0 6 71 72 4,000 1,500 300 500 $2,000 450 Hagerstown Seminary for Young Ladies. The Hannah More Academy.. 40 $50,000 15,000 12,000 73 74 30 46 ‘"'Boo' $4,000 $200 0 0 MASSACHUSETTS. 75 a500 1,000 500 12,000 76 Riverside Home and Day School.* Academy of the Sacred Heart* Boston Academy of Notre Dame. * Home and Day School for Girls. Home and Day School for Young Ladies. Miss Ireland’s School . 75 25,000 77 60-100 700 78 40 2,000 79 100-250 80 200 0 81 250 1,500 700 300 o ■9 o 82 Sears’ School for Young 100-250 200 83 Ladies. Hill View School . «216 84 Shawmut School . 80-200 85 Home School for Young Ladies. Prospect Hill School . 75 7,000 86 a375 200 40,000 87 Home and Day School . 60-150 250 100' 88 Home School . 25-75 89 Classical School for Girls . 100 3,000 3,500 1,400 500 90 Northfield Seminary . 21 225,000 91 Notre Dame Academy . a200 0 92 Dana Hall School . 75 o 93 Howard Collegiate Institute. 120 3, 000 94 Miss Williams’ School . 100-175 300 (b) MICHIGAN. 95 Somerville School . 40 521 1,200 50,000 0 o I 0 o MINNESOIA. 96 Bethlehem Academy * . 12-25 500 20,000 97 Judson Female Institute . 48-100 MISSISSIPPI. 98 Warren Female Institute . 30-50 8,000 MISSOURI. £ 99 Cooper Institute * . 30-60 500 10,000 1 100 Bellevue Collegiate Institute Kansas City Ladies’ College.. St. Agnes Hall . 40 450 1 101 40,50 20-100 i, bob i 6,000 40,000 1 102 75 103 Rich Hill Female Seminary.. Academy of the Sacred 40 104 105 Heart.* Young Ladies’ Institute . 40 150 1 100 1 25,000 o! . 1 0 0 * Statistics of 1886-87. a Includes board. b Rented property. STATISTICS OF PRIVATE SECONDARY SCHOOLS, 521 Table 42. — Statistics of Endowed Academies, Seminaries, and Other Pri¬ vate Secondary Schools for 1887-88— Continued. Division A. — Private Schools for Girls. — Part II — Continued. Name. Annual Charge for Tui¬ tion. Number of Volumes in Library. Value of Scientific Appa¬ ratus. Value of Grounds and Buildings. Amount of Permanent Productive Funds. Income for the Year from Productive Funds. Amount of State or Mu¬ nicipal Aid for the Year. Amount of Benefactions Received During the Year. 2 13 14 15 16 17 IS 19 20 Missouri — continued. 106 Academy of the Sacred Heart. School of the Good Shepherd.. a$250 5,000 1,000 $400,000 107 30-130 $400 0 0 108 36-50 1,500 10,000 0 NEBRASKA. 109 Academy of the Sacred Heart. 100 1,100 2,500 0 0 110 60 200,000 NEVADA. 111 Mt. St. Mn.rv’s Aoademv* . 250 25,000 NEW HAMPSHIRE. 112 Miss Morgan’s Home School.. NEW JERSEY. 100 400 15,000 113 Tvy TTn.ll Seminarv . 50 1, 100 13,000 20,000 114 Seven Gables Boarding 600 115 School. English and French School... 48-100 116 Institute of tbe Holy Angels.. TTightstniyn Sfiminarv ... 225 600 25,000 11,000 45,000 15,000 0 0 0 0 117 40 250 100 200 118 Morristown Seminary . 50-130 274 119 English and French Day School. Plainfield Seminary . 60-125 500 o 120 50-100 1,500 50 1,000 50,000 0 121 Rodman Seminarv . NEW YORK. 122 Albnnv Select, Arademv . 60-200 500 700 500 6,000 0 123 St. Elizabeth’s Academy*..... 25 124 Park Place School . 30 125 Berkeley Insti tute for Y oung Ladies.* Christiansen Institute . 6C-136 30,000 126 40-100 127 Holy Angels Academy* . 26 1,127 3,000 500 100,000 128 Drew Seminary and Female College.* Clifton Springs Seminary . 30-100 50,000 10,000 5,000 47,500 100,000 129 28-50 . $300 130 Cottage Seminary . 20-30 500 50 0 0 0 0 131 Houghton Seminary . 30 1,150 725 $320 132 Boarding and Day School*... St. Joseph’s Academy* . 60-110 133 2,000 300 134 St. Mary’s Cathedral School- School for Girls . . . 50— ioo 135 40 5,000 7,000 136 School for Young LaJTies . 48 100 0 0 137 School for Young Ladies . 60-100 500 14,000 25,000 25,000 60,000 138 Brighton Heights Seminary. Mt. St. Mary’s Academy . 100 3,000 400 139 20 520 $800 140 Brearly School . 250-350 $12,000 141 Classical School for Girls* . 125 1,000 650 142 Comstock School . 100-250 143 English and French School 120-250 for Girls. * Statistics of 1886-87. a Includes board. 522 EDUCATION REPORT, 1887-88. Table 42. — Statistics of Endowed Academies. Seminaeies, and Othee Pei- vate Secondary Schools foe 1887-88— Continued. Division A. — Private Sc7iools for Girls. — Pabt II — Continued. Name. Annual Chargo for Tui¬ tion. Number of Volumes in Library,, Value of Scientific Appa¬ ratus. Value Of Grounds and Buildings. £ K U J"* Oh h © ® o = o Income for the Year from Productive Funds. Amount of State or Mu¬ nicipal Aid for the Year. 2 2 o bo c: .5 « u Sfl o « o « S> <1 2 13 1 14 15 16 37 IS ! 19 20 new yoek — continued. 144 English and French School for Young Ladies. St. John’s School for Young Ladies. $100-200 100-300 145 1,000 $400 (&) 0 0 146 100-500 147 60-250 1,200 2,000 0 6 14S Mrs. Weil’s School for Young Ladies. 100-225 0 0 149 150 60 1,025 300 $50,000 30,000 40,000 20,000 0 151 32-60 152 Livingston Park Seminary... St. Peter’s Academy* . 50 450 153 16-24 i . 154 Academy of the Sacred Heart of Mary. School for Young. Ladies . a200 i . 8,500 155 60-100 | 500 150 156 Mount Hope Ladies’ Semi¬ nary* 1 Troy Female Seminary . 40-80 157 72 1,683 2,000 200 1,172 100,000 $150 158 1 English, French, and Ger¬ 125 159 j man Day School. School for Y oung Ladies and i Children. 90 ' 20,000 NORTH CAROLINA. 160 Scotia Seminary . 0 2,000 25,000 $2,000 Silo 0 $3,700 161 Henderson Female College... Littleton Female College . 30 200 10,000 7, 500 100,000 12,700 162 130 500 100 0 0 163 Salem Female Academy . 40 5,000 1,000 1,000 80 164 Shelby Female College *. . 50 OHIO. 165 Academy of the Sisters of 1 166 Notre Dame.* Day School for Girls * . 95-155 3,000 600 j 60,000 50,000 167 Eden Park School . ! 180 300 o 168 English and Classical School 50-100 169 Harcourt Place Seminary*... St. Mary’s Institute . cc400 . J 50,000 20,000 170 100 200 1,000 171 TJrsuline Academy . a200 5,000 600 2,000 300 . 172 College of Ursuline Sisters. ... 20 30,000 173 Putnam Seminary* . 225 9,000 35,000 PENNSYLVANIA. 174 School for Girls . 175 176 Beaver College and Musical Institute. Blairsville Ladies’ Seminary* St. Benedict’s Academy . 40 40 1,200 1 700 1,000 50,000 j 30,000 ! 0 0 0 3, 000 177 15-36 450 . 1-n i Linden Hall Seminary a250 2,650 300 . 60,000 o o 0 1/9 St. Joseph’s Academy 150 180 Agnes Irwin’s School 100-170 800 . o 0 o 181 English, French, and Music 50-150 0 182 ; School. Boarding and Day School 50-110 400 350 183 J for Young Ladies. Mt. St. Joseph Academv 200 3,500 100,000 * Statistics of 18S6-87. a Includes board. b Rented property STATISTICS OF PRIVATE SECONDARY SCHOOLS. 523 Table 42. —Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division A. — Private Schools for Girls. — Part II — Continued. Name. Annual Charge for Tui¬ tion. Number of Volumes in Library. Value of Scientific Appa¬ ratus. 0) j c ® £ ££ © I ^ o . £ * © £ ? < 3 3 2 3 1 e 3 I if 1 * 2 i 2 5? = 3-3 o o y j Elni* < 2 13 14 15 ' 1G i> IS 19 20 Pennsylvania— continued. 184 $60-100 1 185 i ' 186 40-120 1 $15,000 187 tute. West Chestnut Street Sem¬ inary. 50-120 . . 18S 50-100 1 j 189 190 Darlington Seminary for Young Ladies. 50 32-62 600 | $600 j 25,000 $500 0 RHODE ISLAND. 191 i j School for Young Ladies 75-130 400 j 200 (6) ; | SOUTH CAROLINA. 192 ' Reidville Female College*. ... Sumter Female Institute . 20-40 . 193 10-50 10,000 0 0 TENNESSEE. 1 194 ; Sullins College* . 20-40 20,000 195 1 196 j 197 1 Tipton Female Seminary* . 1 Howard Female Seminary ... St. Mary’s School.. . 24-36 j 20-50 40-60 | 100 j 1 400 j Lf0; 3,500 i 20, 000 1 ; . ! 1 . 1 . 0 | 19S ! Female High School*. ... 15-30 2,000 ! . i TEXAS. . 199 I Hood Seminarv . 50 i 200 : o 1 ! 16,000 i 20,000 I 1,000 . 1 . i 0 0 0 ! 0 200 i Stuart Female Seminarv* . 50 300 j 201 Masonic Female Institute*...1 30-40 1 300 . . 202 St. Marv's College . a 200 ; 400 203 St. Mary’s Hall . i 202 . i . ' . ! 0 | 0 204 Ursuline Academy* . 1 500 205 Sherman Female Institute ..., al50 j 200 400 | 20, COO 0 j 0 UTAH, 206 Rowland Hall* . 32-48 | 500 1 10,000 VERMONT. 207 St. AgnesHall . a300 j 500 ; VIRGINIA. 208 Piedmont Female Institute .. 50 1,000 ! 209 ! Mt. Piscali Aeademv. . 100 200 j 6.000 j 0 210 Central Female Institute 60-90 150 10.000 ! io, ota ! 35.000 j V 0 ; 211 ! Edge Hill School . a200 2,000 ! . 212 Hartshorn Memorial College. Valley Seminarv . 8 350 0 o ! o i 0 213 200 ioo ; 0 6,000 4,800 1 o ; 0 ; 0 I 0 214 Female Seminarv . 50 215 216 Trinity Hall Female College.. Wytheville Seminary . 75 20-40 | . . 1 i 10,000 j . * Statistics of 188G-S7. a Includes board. b Rented property. 524 EDUCATION REPORT, 1887-88. Table 42. —Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88 — Continued. Division A. — Private Schools for Girls. — Part II — Continued. # Name. Annual Charge for Tui¬ tion. Number of Volumes in Library. Value of Scientific Appa¬ ratus. Value of Grounds and Buildings. Amount of Permanent Productive Funds. Income for the Year from Productive Funds. Amount of State or Mu¬ nicipal Aid for the Year. Amount of Benefactions Received During the Year. 2 m 13 14 15 16 ir 18 19 20 WASHINGTON TERRITORY. Annie Wright Seminary . WEST VIRGINIA. Morgantown Female Sem¬ inary. Wheeling Female Academy.. WISCONSIN. St. Mary’s Day and High School. Sfc. Mary’s Institute . $40 16-32 50 800 600 200 $1,000 $5,200 8,000 10,000 $50,000 $3,000 300 0 0 0 0 al50 al40 St. Catherine’s Female Academy. 2,300 75,000 0 Statistics of 1886-86. a Includes board. % I 1 3 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 525 i 1 56 looqos 3HH -naps Jo oSonoo ut osanoo ogtjuaps JOJ put? ©tsinoo (totsstio a3auoo Joj Snutjdajcj ** ■» p j* 1 i Is « 1 1 1 !g*s» # i i mi i 1 •; 1! : opBJO ounoptK) y ui aaqainj^ z IS i|SS3 is : : : TOOL 3SSS398 SSgSSgSgg SS Instructors. TO°L £ WNN'fl'NHrt OOhOONieOl.O MOO •aiBtaaj * rill : : : ; i — r r r : : : : : •3FK •aotiBurtaouoci snot3tpjI S ] j|f jh | j| i| ri I II s== ^ =1==sd =s oa ^11 li •Samodo jo a;»a » II ill !l lllssllll II •iovreqo JO * gs ! 1 1 *"* ” : : : is j jgg n i j if „• | : » nm Hill ffiU. Il5|ii g? n immu ij n li Hill :i s! ii u&isiji ii li !! SIM 5 5|: £ >s?=Soeg^ S4 1 £ mm: mmm n him: mmm n mm; mmm m jiiliij ll mill ii HPH* i|Ss !! 1 n if Hiiii! mum it nm* iffluiii ?i tftill! Wifi!!! li =5slss5 Ilalllsjd 54 ! Location. — mi: !!!!1 1 liin i : s : : iiU, i=>|=| Tuscaloosa . OAI.l KOUN I A. Bolmont . Los Angeles . Oakland * . Oakland . Oakland * . . . Han Francisco . Han Francisco . Han Matoo . Han Mateo . . . UOIiOKADO. Denver . . Denver . r-i N « ^ 1C S XCiO — MX^l^O lcH of 1! 526 EDUCATION REPORT, '1887-88. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 527 o poo-i o 4 40 H o ?ib- ^ r-. C^l 00 Cl LO Ci O Rfci io o . S| O o OK © 3 a) to *0 cn sHa o > o £ o Ph£ H > R W O CO . o . W£R CO ift O C-l CO IO ^ 00 r* I> o o ioh : co O : o IO GO O O rH CO O 00 t?i LO cc X oo oo oo oo cc co GO 1^ X X CD IO oo oo 1- t- cc oo ooco -00 00 : io : 00 i 00 X H^HHHHH rH rH rH rH rHrH rH rH I rH rH HMH rH c> co : • oo : : : : : x : o : 18G5 • . • : : X . r-* : oo • CC • X : rH oo cc O £ o j® © 8 £ > £c t c s^ri^cc ^-r-5 a R R . . or*® iwi^iWoR-g. KOHW^bHhic J cS - vl ? C0|> H Ijj £ H «H c 2 Ugssyg pOg^ s .oSc£;h Sclfa.a«^ ■§&$*!$*« c o ’© P co to • © £ 52 6 55 • to. *«2 p? o § c 5 oHr f?a h-ifero I! KO S 2 O W hO- Sc g ill M.S §• •2«5‘ R t>> - G sg-g s*« to ©*» S © O s3 cj ►ococe M 03* C U >. 5 < a w -s *'.ffi c3 C o h<4 C3 o ©^ - S O C O ©so nsa O R-< c o esc; O © •^02 ©.— j|S •< > u © ©33 OH <1 £. 3* o3 © ^2 o to SC 2gSs l**!* zii& 2 4* °§l? > a » cc if. o o || CCO r4 O o o c®> ci ►, © a co a c3 £*v t. © c3C 'SH fH © c PH s j EJ - a § S®ag;§2 cSfcCtC>.3©>3C Sac 5^ o « XOQ CO O 1^ « <3 'C C ■xj.2 o^o o 2 i£ m u eS ©- ci a o > o o (M = = cS • ® JS » S3 • C •goi o S'® 3 £.2 3 to * 0 03 E = ’> > > >> .22 .22 .a a 3 75 o o <3 h3h?k -£ « ® m tr ® 1§S' S«M O £ * ■«J-§ o2o ,X3 h m 1 ob 3«1 §-2g » 3 S 0 > ;> >> 03 .33 J2 ’c’S’o O rt - 3 hJ S3 o d 71 T- S3 OO o £ £:2 O : Si if s- ~ c ®c i-3>-3go ' — o HiH |g|§ W’§'3c: . S3 U "= , |?«g: SS3g,i S3 S3 S3 S3 u ■„ l- O O O C '3’3 rt ci CSSS S88 00 o ooo STATISTICS OF PRIVATE SECONDARY SCHOOLS. 529 : co sd r* I iceoecot* : : i : Hi! m : : : : to : : o o : o> o : £ o g : : : : : MM i u 3 i ! ; 1 : : is : : I : 17 52 63 is n is : : = : ®!l! : : : I000 j i j® | j ! jss 8 Is : : js : S3SSSS3 ||SS SSSSSgSSSSSgoSg 3 131 S3 -msm o ^ io ^ OW nn : : : • i ! 1 r j 1 ! I- : : : ; • ; >-< j l» |.h» j- j : : : : ! : 1 . . ^ : : : : Ij > NWCOCWN -- ie m HWb^COHNHCW^H^OO o eo»OTj< \n : R. C . 0 R.C . Non-sect... P. Ifl . 1 5 :?:* i 55 55J5£;z; ij c c o 3 5555550 mmnm • - ccc = b c s s = a, : c c . c c c o . c c c c = : ZZhZZZZPuZoZZn : § 55 Wi -,2? B1". = . > o : : £§, mu i ii jus £111 Hi issesssessss HI s ilgil i i ji Mg Mi! i ii in mu mi s iii ii Ics of 1: Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. 530 EDUCATION REPORT, 1887-88. Students. •looqos OUH -UOtOg IO 0®0[IOO Ul 0SJUOO ogipiapg joj put? 0SinOQ XUDlSSBtO oSapoo .toj Joui.t'Bda.ij & 7a eo to ^ : r* CON ;rH OO rH •opujO oiraapnoy ui jaqransj; *4 H tji : : :oi w ; : :o 55 oo : : :oo tm> : : :jo ‘Wjoj, © H ■^i©o«D-4'5!oo ico r- oowwoion (OMOiMKOw o ci i-h i-ucoocot^ooco CM CO C) CO i—l Instructors. *l«K\L © lONIfllOlONO) COOS •<* rH t> © j rH rH j 'SWIM *» lO N 1C ^ LO N N CO 05 tH HNOHCOt^O rH rH N rH rH •uoijuuimouaa snoxSipH © 0 Luth . Non-sect... P. E . 0 Ev. Luth.. Non-sect... P.E . Non-sect... Presb . Non-sect... ! Presb . Non-sect... Presb . Non-sect... •Suraado jo ojwn [ 1 1844 1883 1880 1875 1879 1867 1854 1856 1783 1809 1S66 1854 1884 1880 1844 1870 • jaj.xuqo jo 0}U(i * Ills ! :hhh : 1853 1855 1781 1871 1850 1884 <1 Ph I CO § g < t 2 < g Jh - 1 og m « o c O *-j O 'x . fe.o ill . - - o u ° 33 a a s§«3 W.BOg 0 Afl d*r CC? g . g < J B . « g.2 I a < «• . iltstag > £ o . a § rr ^ B} a c! ^ jh £" o o.2 5a a WcoP-ccHPicn a o 3 3 ’3 aH !»• S-g OS ^ * o® C o ®_ S O a® §5 °J o « If Sr5 or ◄ Hsj&w 13.3183^ -3 II grs oa EBa. SS o® a c © i* H-a-g’ o o’C ® P5KP5C; M -5f( 1© o t> 00 CJ STATISTICS OF PRIVATE SECONDARY SCHOOLS !*■ = 3 3 S 531 j I jag is jfc 78 37 wo ; • : : : : x • 1 : i10 : : | j |S8 j : : lo cj : ^ : rn ^ X O lO c. - ^ M M Cl LO CONOK'JTP rH Cl r-H oporjo OCi OlOHCC^^tJI < CO Cl r^LOCOt^OOOOOOOO CO LOCO COCOOI>1>- co oq Na^Nocxoo X © CO : - > X X X X X X X X l> 1> 2 d $. «d fig j ; I x 5? S 0^.2 d . h"S £ *“! " ■ a 1 gss6w«-sl^ £ isf coWW : d W « > r< "3 > O g !fc>fi5 !?fi3 !>S3 3 i ®-2 3 H ft sillily .J 0’S Co'S «•§ • fir BofcSo^fi ► £ a s’! >.3 i: ft a N ft d KH ft co- a a ft^ £< ft g ft & £os>g •“} ft ft « .feBoaS-*^ Wa-S2b§°.§| > ft £3 a §<; ® £ oPtflhOS .H-d a a<:Kfis a c ~r S® 5s *3 O c Q Js |S 5 5 Oh >> S £3 *? a a o as jj S'®" g:2^ « bS 5 ft ^ >> d -■< « O32 h ft 2 >,^0 a ®-' s s «s^3 d^S32 Ogfini w.2 a ft d3 KOO si >> O « (4 «2» o o os pfl f, ft o co =2 * S .*4 o S® i-|s SS-s:I« a||§s l^^'a I " """ ‘!*< 2 ® 2^ 1 ft SJ) ast o o 3I^ ooflK; og C c & ft ft t X h3l“? > , 14B-4 cj ~- P ^ ft ft •*: o 11 » >2 • > d^ Jll fi © ft oC3' *T3 ft d ft ft ioir1 ft *ll|3 l»I^s i^.a c bE a^Bo •E-w^^'3 O 0 O Oft -h C 0 0 ft T. h •_ u 3 - 03 ^ IE33 43 ft^ ;n> a .sSg. s-kJ® oog £*£><><£ t £ O Orh ft ft ft |z;fe fcfcfc i-a- tto; -fts osq d^a) ft^ oS10 N SS5J 0 |> 7^ ^ 73 u Hi O O O 0 o 00000 i l ft ? Cl X LC O LOOO X O O « Statistics of 1886-87. Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division B. — Private Schools for Boys. — Part I — Continued. 532 EDUCATION REPORT, 1887-88. -2 qootpg ogp -uapg xo aSsn°0 UI asanoQ ogtjuapg xoj. puB as.mo3 ibdissbio aSapoo aoj SuuBdajj « 1H NH ih : to lo o x C4 • Cl H lO ’ — * X XCO^^COCOtOrH ^ W rf O C5 10X00 rH r-t Instructors. *Dn<\L ft ci eoHioor-ooo M^ia •axmna^ ® r-td jrHr-l j rH (MX J© i •ai^H Cl WMOO^OIOIOHN ClrHMt>I>OCO •uorjBotuiouao; snoiSipa O P. R . O « Non-sect... P. E . Non-sect... Non-sect... Non-sect... P TC i \ Ev. Luth .. Non-sect... Non-sect... Non-sect... l» E i c ; fc Non-sect... 1 P.E . •Saiuado jo a}t?Q K5 1850 1877 1869 1837 1882 1850 1834 1887 18G3 1836 1883 1883 1871 oc 1865 1830 1869 1887 183 S 1849 •japuqO J° »I^Q : : oo : : o 1 IS j is : ci :S8 : »—< tH X X .2 < cS M 08 « 0S3, .p fefcW’gSfc . °£ a 5 ji ||a ’EH « |S zm Is, £§ IS a o _ e.2 a cS~ o 1^.1 'll - . - . „ ^ © . o >a > oo^iH Ok-i .*^0 • .— w ** -» w .010^4)02^, : . £Si-s££oooq« pqgHpq SS : a 12" e © o o n : | -• : : : : : >. : : : : a 1 •: ^ ] -o a ! 5 cJ S O o s o >5 c ja : © : rr> :* o -3 ® X3 J o „ oH 3 2^>* a x i< r? rr d a 2v3 § :5< O jrf c3 o © .Id : 2® aco w— : ©: c re O ® *3 a! In j ^ -d J^jo S a 'bi a a- © © iJ3 o © •§? S 3 S O OQ w tc ^8 c3 O E- £ 2 Mg'S . os a , y O > CS £.0 > 3 i^lo 2| .2^- coo o § > « !*b I- b* « §5-|; °||i gmg ■ ~ §£-§.?> =: e3^ g, r' ti >, O cj OB «£ © ©, 3 SK a m § So 'a >,in 0S-S ◄ S'g oV. J-I o 02 02 JJJ ® «K mmmm S S S tl 5? 5P 5? 02 2 S rcdGGGG fe'a ^ fe fe h 'S ■© "o '55 1® ic fco b c? « ©(Ssosoy^^goo o o o o a c s i«2^ ft tf«tftf35cci« hb? goiOHNM^ntoNoo 05 o — ; cj « lo t-t'I>t^t^t>I>l- t> 00 00 00 00 00 00 00 SO 00 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 533 :* : 3% : : n» :g : i : : u I| : sss I is ^ i : :B • : : ! i i !MI -sMJ S3 2 §3 F2 SgSIgg |g SS 2£§S£g OH M © OnNNHt' M -h © N ,-( © O » X hp h* Cl 05 15 M N 00 © 00 h)| : : : i : : min m : : !!• : = N OC- ^ M ^ ' i-iMOkOW MM ISO Nie^XO in iissi iii ii i mil ii ii ii mm 4i S : sr! Ij §! 13 Oh hi in n hi n is! 1 gg si is is !? ! i fm « jj \amm =i? *i s cs'a' 52 S’ i \ *41 TMble 42.— Statistics of Endowed Academies. Seminaries, and Other Private Secondary Schools for 1887-88 — Continued. 534 EDUCATION REPORT, 1887-88. qooqag ogij -uaiog jo oSanoo ut asinoo ogrjuaiog J°j put; as.xno5 xbc>isst?{o aSapo^) joj .ouij'Bdaj OS -t*< Cl l> •qpjmatf \n •9I«H 100-*© i> o>#o o •notiBuimoaaQ snotSiiaa l-g !■§ O • u y « * : : © : © : » : cp a CD ® : © rn • © c : ? a R 1 i.2* •Cia : 0 : 0 •13 -13 a 0 £ Friei P.E Non B O {25 Pi go 0, 0 . c3 •SajuadQ jo 9;bq; r^oo S3S38 GO ^ CJOO 00 I S $£33 JS 83 SS uajiBqO jo aj^a: s a ■3 I- ■s g sB s.3 © © gfS? o o © © 00 < Bh (j f/Ca tf i~ cj. O C h,h ffl .S.m ^!> J> «3T *S : o © © w © o S s S © © © 2 2 2 ’? > > 000 £££ STATISTICS OF PRIVATE SECONDARY SCHOOLS. 535 18 n *38$ I 1*38 | i I :8: j js in | ! a ;°8s j i js | jss 1 1 j | m III : : : : : : ; I INI!) gg gg § jgssssgggsgsggs ss g n ggssgsg onn< IT 1 1 - nr m i m n w ; : _ ! : ; l !i r ll ! ! : : : : ? ; i : i-~ oineo< 1 W ill ! . : :® 5 : : ! I Him : : :cq : : : ' IIS N I i i IfeJg i i i mill! ggfSJll HSlfisss §§§ §1 II I *SSSiS8SS8iB8Bi 81 a 8 8888H8 of 1886-87. 536 EDUCATION REPORT, 1887-88. Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88. Division B. — Private Schools for Boys. — Part II. 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 Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 3 13 14 15 16 17 18 19 30 ALABAMA. $27-36 20-50 30-50 0 $5,000 0 30 $20,000 5,000 3,500 $5,000 0 Athens Male Academy . Livingston Male Academy Marion Military Institute.. Towle’ s Institute for Boys 0 0 0 0 $250 50 250 150 60,000 12, 000 0 0 0 75-90 300 30-50 10, 000 University High School.... CALIFORNIA. 46 500 25,000 0 6 a500-600 300 500 35,000 ' 1,800 50,000 50,000 50-80 0 California Military Acad¬ emy. * 50 1,324 500 60 2,000 $30,000 Sacket School* . 50-80 Sacred Heart College . Urban School . 40 2,500 500 100,000 125 100 400 0 0 0 o Laurel Hall College . a400 300 2,500 250 30,000 St. Matthew’s Hall . a450 500 0 0 0 o COLORADO. College of the Sacred Heart. Jarvis Hall . 240 1,000 300 200,000 30, 000 60 CONNECTICUT. Black TTa,ll School . a5Q0 100 10,000 25,000 Park Avenue Institute . 60-100 500 0 0 0 0 Curtis School for Boys . a500 Episcopal Academy of Connecticut. Wilson Grammar School.. 4C0 80-100 1,000 350 0 52, COO 15,000 3,000 40,000 25,000 0 0 0 0 Hopkins Grammar School. * Bulkeley School . 80 70 0 100 0 65,000 $4,500 0 0 Bett’s Military Academy- School for Boys * . 450 300 100-150 200 25,000 The Gunnerv . 50, 60 250 Wilton Boarding School... DISTRICT OF COLUMBIA. 10,000 6 70,000 Linthicum Institute* .... Arlington Academy . 60-100 Columbian College Pre¬ paratory School.* Rittenhouse Academy . 80 30,000 5,600 120, 000 6, 500 100 200 St. John’s College * . 50 GEORGIA, Atlanta Baptist Seminary Academy of Richmond 2, 080 6,000 8 20,000 County. * St. Patrick’s Commercial 15-30 1,000 20,000 25, 000 1,500 Institute.* Hearn Institute* . 40 15,000 Slade’s School for Boys... 50 250 University High School ... 54 0 o 0 Marietta Male Academy... 20-40 100 2, 500 200 * Statistics of 1880-87. a Includes board. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 537 Table 42— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1S87-88 — Continued. Division B.— Private Schools for Boys.— Part II— Continued. 42 43 44 45 46 47 43 49 50 51 52 53 5-4 55 56 57 5S 59 60 61 62 63 64 67 63 69 70 71 Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. C x 3 be O 2 C« g-a > 1 i ® §1 Si'S <_ o 1 op I 3 n i 3 ^"3 0-2 1 C V p < Income for the Year from Pro¬ ductive Funds. Amount of Stato or Municipal Aid lor tho Year. 1 2*2 S3 ? Ls. 2 = =P ill 2 13 14 15 16 17 IS 19 20 geobgia — continued. 820 $500 90 o300 8,000 0 0 0 0 20 ILLINOIS. ; German Evangelical j Lutheran School.* j Bunker Hill Academy* . 0 3,000 500 50,000 30,000 6350 40-100 700 25,000 | emv.* j The Harvard School . 100-250 300 $600 25,000 0 0 0 125-200 j Evangelical Proseminary. ] Whipple Academv*... . 150 1,500 9,000 200 70,000 . §757 36 : . i Morgan Park Military Academy. 400 400 250 30,000 : . INDIANA. 1 Classical School for Boys.. INDIAN TERRITORY. 60-100 10,000 300 j Spencer Academy * . 18,000 120, (MX) ; Cherokee National Male 0 300 150 §15,000 0 j Seminary. . IOWA. ’ Kemper Hall* . 6375 8,000 50,000 13,200 i ' Wart burg College . 1,168 1,500 i 2,700 KENTUCKY. 1 Cecilian College . 200 1,000 30,000 ! Rugbv School . 75 100 200 | Preparatory and Select i School of the Abbey. Lancaster Male Seminary.. Alleghan Academy . 500 o ; 7.500 oOO §340 j 0 40 1,500 20,000 75,000 j SO 250 30 ! ! Louisville Military Acad- 100 1,000 1,000 ; 1,500 500 | 0 0 0 i emy. | Louisville Rugby SchoolJ ; Shelbyville Male Acad- | emy. 85-135 8.500 ! 2.500 0 0 50 LOUISIANA. I Leche’s Graded Institute., j St. Isidore’s College* . 60 30 200 0 5, 00-3 30,000 0 0 0 i Thibodeaux College . ISO 5,000 MAINE. J Abbott Familv School* . 250-300 2,000 450 Franklin Family School... 6300 4.000 ; MARYLAND. ! 1 English, German, and 50-125 i Classical School. . Oxford School for Boys * ... i 126 * Statistics of 1886-87. o Private library. b Includes board. 53S EDUCATION REPORT, 1887-88. Table 42. —Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools fob 1887-88— Continued. Division B. — Private Schools for Boys. — Past II— Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. . Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 2 13 14 15 16 17 18 19 20 Maryland— continued. 74 $24-48 4,000 (CalvertHall).* 75 School for Boys . 130-160 0 0 $5,000 0 0 0 0 76 100 $50 10,000 o o School. 77 800 60, 000 stitute.* 78 40 0 5, 000 79 220 4, 500 65, 000 80 15 6,000 4, OOO 25, 000 $2, 600 $2, boo 81 a300 12,000 Grammar School.* 82 30-40 200 7, 000 500 83 emy. 60-80 200 12,000 School. 84 Frederick College . 25-60 2,000 75 10, 000 0 0 800 0 85 McDonogh Institute . 0 2,500 1,000 300, 000 705,000 $38, 900 0 86 St. George’s Hall for Boys.. 250-300 800 300 20, 000 0 0 0 0 87 Upper Marlborough 0 275 50 2,000 0 0 1,200 $25 Academy. MASSACHUSETTS. 88 Phillips Academy . 60 2, 800 3,000 100,000 244,531 13,138 1,500 89 Private Classical School* .. 200 90 Private School for Boys* ,. 200 91 Carleton’s School for 125 15,000 Young Men and Boys.* 92 Day and Family School 150 for Boys.* 93 Scientific Preparatory School. 150 600 200 10,000 0 0 0 0 94 Williston Seminary . 63 2,000 10,000 150,000 355,000 15,000 0 0 95 Sedgwick Institute . 75 3,000 96 Groton School . a530 700 150 120,000 2, 000 97 Mt. Hermon Academy . alOO 2,300 250 250,000 98 Allen Home School . 75-125 1,000 99 Home School for Boys* ... a.600 2,000 15,000 100 English and Classical a200 1,000 0 5,000 0 0 0 0 School. 101 St. Mark’s School . . . 500 1,500 200 20,000 500 102 Dummer Academy* . a450 600 25,000 io, bob 103 Greylock Institute . 50 500 400 50,000 0 0 0 0 104 Edwards Place School . 600 500 105 Highland Military Acad¬ 350 700 1,500 50,000 emy. 106 Worce3ter Academy 30-45 500 1,000 200, 000 81,000 4, 300 43,000 MICHIGAN. 107 Michigan Military Acad¬ 350 800 500 125,000 emy. » MINNESOTA. 108 Shattuck School . 60 1,000 2,500 250,000 15,000 1,200 12, 900 109 Evangelical Lutheran 25 1,000 35,000 2, 534 School. 110 Lake View Academy* . 50 2C0 11,000 MISSISSIPPI. 111 Okolona Male Academy*.. 10, 000 112 Jefferson College . 30 2, 400 100 30,000 45,000 4, 100 0 6 * Statistics of 1886-87. a Includes board. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 539 t Table 42. —Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-83 — Continued. Division E. — Private Schools for Boys. — Part II — Continued. Name. u o gfl SB < Number of Vol¬ umes in Library. V og H C3 C g« > ■ Value of Grounds and Buildings. Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. 973 S< c © S o«2 < Amount of Bene¬ factions Received During tho Year. 2 13 14 15 16 17 IS 19 20 Missouri. 113 U4 Kemper Family School.... $110 20 1,500 $500 $30,000 8,000 15,000 0 0 0 0 $60 0 115 Wentworth Male Acad- 33-53 200 50 o 0 0 116 emy. St. James Military Acad¬ emy. Educational Institute . a325 0 500 20,000 32,000 10,000 0 117 118 40-100 40 1,150 200 0 ! o 0 0 119 Smith Academy . 70-100 0 2,000 75,000 o 0 0 0 S'EW HAMPSHIRE. 120 40 5,000 121 Phillips Exeter Academy. SEW JERSEY, 60 122 j 123 Academic Department of German Theo 1 o g i c a 1 School of Newark, N. J. Adelphic Institute . 0 1 3,700 600 18,222 $33,700 $1,100 0 j . 601 124 ; Bordentown Military In¬ stitute. "Wpst .Terse v Aeademv.. .. 0275-325 | 20, 000* 40,000 I 10,000 I 125 50 j 200 50 . 1,000 126 Seeley’s Home School for Boys. English and Classical School. Freehold Institute * ......... o280 . 127 j 106 128 50-80 i 1,500 50,000 5o;ooo 20,000 ! 800,000 1 129 Stevens High School. 75-150 1,000 600 0 o 0 j 0 130 Courtland Place School . 100 2, 500 131 Lawrence ville School . 100 1 ! 2.000 400,000 ! 0 25, 000 132 Morris Academy . 100-140 i 0 500 300 o o ] o 133 Mt. Hollv Aeademv . 40-60 1 I 100 ... . . 10,000 j 50,000 0 0 o 134 | Newark Academy . 50-120 i 200 800 15,000 750 o i 0 135 ; Rutgers College Gram¬ mar School. * Mr. Leal’s School . 52-72 ' 50,000 6, (XX) 1 30,000 1 136 : 100 ' 0 ! 300 1 . . 0 o 0 j o 137 j Preparatory School*... . 100 i 100 138 | ' Summit Academy . 125 i 200 100 10,000 | 2TEW MEXICO. 139 Las Vegas College . 30 ! 4, (XX) ! 60 ! 140 i St. Mary’s College . 20 3, (XX) 20,000 I $120 141 1 St. Michael’s College * . 20 1,500 ! SEW YORK. 142 Astoria Latin School . 75 143 Brooklyn Latin School for Boys. College Grammar School* Prospect Park Institute* .. 175 I f . 7 . I 144 60 ; 250 145 . 146 English, Classical and Mathematical School. * Canandaigua Academy * .. Clinton Grammar School.. 60-140 j 50 . 1 147 40 1 2,000 35,000 4.000 118 40 I 564 j 300 183 : 105 149 Cornwall Heights Semi¬ nary*. Groton Military Institute* Glen Tower School* . o500 j 200 : 20,000 50,000 60,000 800,000 350 75 500 151 100-150 1 ... . . 152 St. Paul’s Cathedral School . 400 j 1,200 i | 750 0 0 i o I 0 * Statistics of 1886-87. a Includes board. 540 EDUCATION REPORT, 1887-88. I Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88 — Continued. Division B. — Private Schools for Boys. — Part II — Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 2 13 14 15 16 17 18 19 20 new yoke— continued. 153 $33 1,600 $63,000 154 400 300 100,000 155 250 200,000 156 Trinity English and Clas- 120-100 1,200 $3,000 20,000 0 0 0 0 sical School for Boys. 157 100 450 30,000 School.* 158 80-240 1,000 500 60,000 159 300 500 200,000 160 200 25,000 161 80-260 162 90-300 200 163 Cutler’s Private School a250-400 250 for Boys. 164 150-250 165 Everson’s Collegiate School for Boys. 166 Fifth Avenue School for 200 150 75,000 Boys. 167 Lyon’s Classical School*... 200-300 168 McMullen’s Private 100-240 500 0 0 0 0 0 0 School for Boys. 169 Richards’ School for Boys.. 150 170 St. Louis College . 100-250 2,000 . 171 University Grammar 50-250 School.* 172 Woodbridge School . 75-300 350 250 1 173 Mohegan Lake School* . 80 350 20, ooo 174 Peekskill Military Acad¬ 100 1,500 500 40,000 emy. 175 Worrall Hall . o420 1,000 700 30,000 0 0 0 0 176 Poughkeepsie Military 100 500 400 30,000 0 0 0 0 Academy. 177 Rivervie w Military Acad¬ a500 500 350 85,000 emy. 178 Classical and English 100 0 School. * 179 Fort Hill School* . 50-125 250 250 $250 180 Hale’s Classical and Sci- 200 0 .entifical School * 181 Wagner Memorial Luth¬ 32 150 15,000 eran College. 182 The Bryant School . 400 1,000 100,000 183 Holbrook’ s Military 80 650 300 25,000 0 0 0 0 School. 184 Mount Pleasant Military 125 11,984 1,200 100,000 0 0 0 0 Institute. 185 St. John’s School* . a600 1,000 75,000 186 St. Mary’s Academy * . 40 1,000 40,000 187 Troy Academy . 66 250 246 16,000 0 0 $129 0 18S Boys’ Boarding School . 160-340 1,100 30,000 189 Alexander Institute . 100 1,000 500 20,000 0 0 0 0 190 Professor Davison’s Insti¬ 120 1,000 7,000 0 tute. NORTH CAROLINA. 191 Asheville Military Acad¬ 60 5,000 emy. 192 St. Mary’s College . al70 900 # 193 Bingham School . 100 5,000 30,000 o o o o 194 Clinton Male Academy . 30 1,000 195 Buckhorn Academy . 20 1,200 1,000 . i . * Statistics of 1886-87. a Includes board. 541 STATISTICS OF PRIVATE SECONDARY SCHOOLS. Table 42. — Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division B. — Private Schools for Boys . — Part II — Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. Amount of Perma- 1 nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 3 13 14 15 16 1^ 18 19 SO NORTH CAROLINA— COnt’d. 196 612-35 100 61,500 School. 197 12-20 o 0 800 0 0 198 60 1,000 25,000 199 Raleigh Male Academy.... 40-50 0 0 5,000 0 0 0 0 200 3,500 6550 201 15-45 500 2,700 tute.* 202 25-40 2 500 203 36-56 2,000 6300 5, 000 Classical School. 204 36-54 100 100 OHIO. 205 100-180 206 Franklin School* . 175 14,000 207 St. Francis Gymnasium 30 o 208 Brooks Military Academy 100-150 300 28,000 0 0 0 61,000 209 St. Marv’slnstitute* . 30 3,000 150,000 OREGON. 210 Bishop Scott Grammar 40-60 1,000 100, 000 610,000 1,500 100 School. 211 St. Michael’s College . 500 500 15,000 PENNSYLVANIA. 212 Bethlehem Academy* . 40-80 213 Preparatory School for 100 1,250 1,000 1 . Lehigh University. 214 Chambersburg Academy .. 60 500 150 20,000 215 Germantown Academy.... o0— 12o 700 500 150’ 000 6 0 216 The Yeates Institute . 25-60 25 50 15, 000 45,000 2,455 0 0 217 Nazareth Academv . a295 5,000 1,000 50,000 o o o 218 Treemount Seminarv* . 54-80 l’ 400 40,000 219 St. Mary’s Preparatory 200 3,000 0 14,000 0 0 0 0 College. 220 Cheltenham Academy . 150 300 60,000 0 221 Academy of the Protes¬ 100-150 222 tant Episcopal Church. Classical Institute . 100-150 25,000 223 Girard College for Or¬ 0 9,746 4,335 3,150,000 10, 831,720 917,050 0 phans. 224 Martin’s School for Boys.. 120-300 1,000 1,000 225 North Broad Street Se¬ 70-160 5 400 300 lect School. 266 Rittenhouse Academy . 80-100 0 500 0 0 0 0 0 227 William Penn Charter 125-150 500 500 80,000 75, 000 3,500 School. 228 Trinity Hall . 400 75,000 229 Hamilton School . 50-150 230 Harry Hilinan Academy.. 50-100 300 2,500 40, 000 RHODE ISLAND. 231 Berkeley School....- . 100-140 0 300 0 0 0 0 0 232 English and Classical 60-125 1,000 1,500 100,000 School. 233 La Salle Academy . 30 1,000 234 University Grammar 50-125 I . ! . 1 . School.* .... | t 1 * Statistics of 1886-87. a Includes board. 542 EDUCATION REPORT, 1887-88. Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division B. — Private Schools for Boys. — Part II — Continued. Name. Annual Charge for Tuition. . Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Y ear. Amount of Bene¬ factions Received 1 During the. Year. 2 13 14 15 10 17 18 19 20 SOUTH CAROLINA. 235 High School of Charles- $40 100 $500 $15,000 . 4 $4,000 $4, 0C0 ton. 80-1 25 237 *0 o 0 School.* 238 Male High School . 30 0 0 2,000 0 0 60 TENNESSEE. 50 1,675 4,000 240 Montgomery Bell Acad- 71 200 200 20,000 $50,000 3,000 0 0 emy. TEXAS. 241 St Jrtsfipli’s College 2 25,000 $1,000 242 pf- IVT^.ry’;* C^nllp.gp.*, . t 5-25 50,000 VERMONT. 243 Vermont Episcopal Insti¬ a300 2,000 200 25,000 0 0 0 0 tute. VIRGINIA. 244 Abingdon Male Academy. 50-75 0 0 12,500 0 0 0 0 245 Episcopal High School . 90 0 0 20,000 0 0 0 0 246 Aondfimy.,, . 50-90 125 5, 200 247 St. John’s Academy . 40 1,100 700 12, 000 0 0 0 0 248 Bellevue High School 125 5,000 20,000 249 Bethel Classical and Mili¬ 60 2,000 350 25, 000 25,000 3,000 0 0 tary Academy. 250 Pantop’s Academy . 60 1,200 50 30,000 0 0 0 0 251 Virginia Midland Acad¬ 50 8,000 0 emy. 252 Mt. Welcome High School. a206 500 4,000 253 Seven Islands School . 50 700 5,000 254 Norfolk Academy . 60 50,000 255 University School . 75 5,000 13,000 256 Suffolk Military Acad¬ 8,000 emy.* 257 Hanover Academy* . a300 1,000 15,000 258 Fishburne School . 50 500 12, 000 o o WASHINGTON TERRITORY. 259 Washington College . 40-50 400 60,000 50,000 3,000 o 260 Holv Angels College* . 6,000 WEST VIRGINIA. 261 Charlestown Male Acad¬ 40-60 emy. WISCONSIN. 262 Mission House of the Re¬ 20 4,500 7, GOO formed Church in the United States. * 263 Concordia College . 800 1,500 75,000 264 Marquette College . 60 5,000 3,500 130, 000 1 1,800 265 Milwaukee Academv.... 80-120 300 400 18,000 266 St. Lawrence Collesre.. 30 1,800 300 40,000 o 267 College of the Sacred Heart 268 Catholic Normal School*.... 175 600 75,000 269 Seminary of St. Francis . al65 12,000 180,000 . . . 1 . . i "1 . i . * Statistics of 188G-37. a Includes board. Table 42.— Statistics 01? Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-98. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 543 les of 1880-87. Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 3837 544 EDUCATION REPORT, 1887-88. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 545 j «g* j : : i ! | 2 : p i MSJ 1 r" rs i r 2 2 2 2 2 ii i ii :g iSSS**®* 1 1 § j ssH : : j - | : js : : M jg«> j j j j 2 2 2 2 2 2 2 S2S3 1 j IS j j 2 2 2 2 2 8 8 f2ggS8§ g s' s sg KoS* gSSggggSSSS SSspggSSg $ § 83SSS 2 S3 s ss ssss 88SgS3g8 jS8 : S3 ggSSSS & S 8 8S£g MOCJOWN^OO^ sssgsgg i 05 t- NCiior»:) 1 o CO 13 NO OC 05 O k3 C105COOt>OCai-(05CO O^HXt^N^OOOO o eo rH CO j ! CO ! - -• r-i CO a IHIfltl 2 ^<05 j CO 05 CO CO 01 1> CO CO i n 03 rH 0* j i i •—<>—( CO i 1-INr-l ilCV'Si'^NlS o 1 Christian.. IJf! i^i i i i : : i 1 : i if UJJ : £ £ £ ixiS o'csc . O 0 c jillfffifi : :ocoo^o Presb . Luth . Non-scct... It. 0 . Presb . Presb . Coup: . Presb . P. 1C . Baptist . I 1 mu i o g I 11 ' 1111 iSiiilllli liissisiis i 6 i§ i M i 1 I is in M !i Ms Ms i i ill!! i ii 1 a ; a i i f i m i it 1 * Mills i -J. ! : I ^ I s 2 ; fi »§ £■? q §s > ® >3 : : : a ! i \i ! : iS 1 I : J 2 i :5 sjo “ I ! ; i I I I ! i I :: a :::::: : < I ! M \\ ! I i I15J2 J : l='l J M !5l Hfl 0 iStlSUfi , : . 4M8! £5 *2 : i Mil lili ■s o 111 i i I Hill 1 . I : i 4*13:1 I | ° II c -5 ~ 111 I !l nnmm i 1111 1 > it c - ~ “ ^ ^iSs&SSl: * Statistics of 18SG-87. Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. 546 -88. •poips oim -naps jo aSanop ui asjhop ogijuaps joj puB osjnoo IBOISSBIO agapop JQJ J?uiJBdajj •apB.xp oimapBay ui jaqran^j •moj, •aiuuia^ •apH cq tQ •r*noj, •aicnja^ *©l«W to&in OlC(N ico eo :nMM OOCON ) 30 00 30 oB 00 oB uajjisqo jo ajBQ « . ft W - r* « ft J* 5 .2^0 •- ft T3 ft O .<£ © © Si-jH ftteWO O © c® I'S . © ® sjs S ®S33k. 03r*’ a «£>> >- • go S © ©o Per O d ft m 2 C d d sh 5 gS-S ® o c | gft ■H -t> ft CQ d © d fiQft 66m i d 02 0 (3 a SS . fcjo tuft. G eg ftft 2 gjg G P to 0 d « ^.S d © d fifiO ►13 1 §£°l £ >>gft 2 ®£ d STATISTICS OF PRIVATE SECONDARY SCIIOOLS. 547 : : : : : : i : : : : • : : : ill:: : : : : : = 2 iS :S ° : : : : :£2 : : : : : : : : : : : : : : : : : : : : : : : : : : ! : : : : : : : : : 2 IS28 ; I iSk8S2£33 • : : s : : : : : : i*5 : : : : : : i : 'sS j ;g 3 jSS' : : : : : • 3 gSgSggS&S&SSgKgSS g8S33S3|g§8g2S§|!83|feg2S2 S23S£§883 3|8S383^g32S3Sg 8S8&S$3gS!8Si23§g2S8S8S§ NO^H-IKNTfifiMNn^CON^ f NNNtCMNMONriTjH^aNWMNK^a COnN-^flM^ntl how : :nhnnnhhnnh '■ : : : hh : h n s) h m ■h i co :oxrtficiHN oi oi r-l r-l r-l C-l CO ClNHNnn. Oo® is isoooooo : 5 i COO ic3oooo5§'5o§5Hc ic^S 5 i ^ 3 :OCO : ;b jfc j £££ \tttttt'A'A'A'AV'AU'A \A%'A 'A :ZA VA'A'A } iiiii 1 1 linns Is ii Issiiiii in lines mss sing Iss I Mis ill l||| 111 js Ill'll III! II 111; Is Mis II III III :::::: : : :rH : i^1"1 : : : : : : \ \ \ \ \ \ \ \ : r-1 ; : : : : i : : : : | • : ; : | : j : : =: = : = :!! imm iinmi ii;| ? 1 1 1 1 1 1 i nnmmnnmm;- mmn s i u it : ij i Urii : i i H if illli I 4 iris iii IS ! i£Z*a U* :! i I U •« i m llliliini iJJ M 1 yj ! S'- s?l"£?l?S^<1g-i jUlli, : : : :3 : © i’S !! ns if IM ! i IS !4 ! I ?« j| |f = »M i= ■■ is : : c 1 iiiii * IlillilllllUS? jmmmmmimii mmm |ii HIMMimiMIIIJ I II! I I ; : : l!!!i!i!WPlIii!i! !U!!!JU Ml ill IliiilllilrtSJlIiili^ 3 15 4 j s o i 2 2 : : 9 : J ' 2|-| S i:::l! ! I ! limn « I— » >-l f-2 Hi ^ s3ss338^ssssss;3s§ oggggRgggggsgss^ssgsg ggg|S|§|s itiatics of 45^ — Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88 — Continued. Division C. — Private Schools for Both Sexes. — Part I — Continued. 548 EDUCATION KBPOET, 1887-88. •poqag ogfl -naps Jo o“aitoo m asjnoo ogpuapg Jo; puis asjnoo iBotss-B[0 aSanoo jo; JJniJ'eda.i.i <* fN " rs r* ; r pirn ! : ii | ii ii : : £ Students. •apujf) arraapeav ut jaqranx « iS8g£!g&£ is®?22 j‘£i£23 j i 1 : ! •moi I 2 ggggsgggsggssgsegs o •apraia^ gS§38£*;Sgi 8g3i§38Si3g§ 5 *®I*W © sssjgsissgisgssssssss s i 'I^ox HNN»SNMtif]iaNN55NJ15inC) r!< ■8 I •apsmaj (2D j ^,Hc*rtrSN Nr* W,-l,-l,HrH ,-<,-< |r-l e* a *®l*W h HHHHHHHNHNHHNHHHNH e* s >> >>,a C s 2 : : - •- s a j S ©•3 o Swi?: - u d 5->S - •- E-< 32 o 2 002 J mm O J . - is Tfi® * if ^7c 02 s S.Hiq §||l|* O o .a 2 : ® -5 US ^rS’2 aw o 3 ^ ©«** § ^ © ® g^-g £x,2 2 «S o®k>2 “2a o »5 s if «*§£ c'53ss^>^r SC^5-S 02 02 S 32 02 02 02 V.2 j;®o-3 :32 SaSgl-^ “ © ? : 3 2 'Swa ^ o — ”2 ® -r S se^ s£-~ xca s . . © K«g o ~ 32 {-2 ®^5 a J >> c ® M : be £ ar © ” - = = > - ■s* > -2 § o ~ © ©-j.a.2 gaaa3&oS^«1*2 SB | fc-g Sal _ 02 32 02 32 02 32 02 © w : i . — . w S^-gg^SdS loisa-aco ■ a £a a^sa gj-s- ■= § •uoi;ummoua- oocoooccocxooccao 1881 1884 1872 18G5 1882 •jajjeqo jo s^a * II I oo : : :« oo : : :» 1885 sssSIsillSssSSsSSs I STATISTICS OF PRIVATE SECONDARY SCHOOLS. 549 ^ 8° j 1 j l*® jS ! ! ! 1 ! i i i nil i ! M : : : m m : : : : : °8 : ; j S : M W s° j 3 H || : j : «o i 1 : Is Isas ! 1 j jaggs : mss : : : 1 ! 1 ! ! 1 iSS 1 8 57 140 . 06 LI : : N 72 28 1 : : 8g ggs 3 75 180 397 sss 69 1G0 8 355 88 8SS$8§22 ;SSg88ISS88 8§S 8 ;3 : Is! 12 70 8S 8 888 128 S8SSgj§5S IggggSgSSS i 50 76 10 Is! 33 : 5 825 CO ^ owixno^wcowwo^^hocmn eoeooo MOCl 005 t-w 2 2 8 7 HN 'OH WH : *"* C*H GO - H Cl O O )0 w»c 1 r-t iH M '•Jl 2 2 4 2 4 1 6 " T 2 3 1 il 2 1 8 3 1 1 rin i : : : M-'S'CS n eo i— | H H»OM Non-sect... Presb . M. E . Non-sect... Non-sect... Non-sect... Luth . It. C . U.B . Presb . Presb . Non-sect... M.E . It. O . M. P . Non-sect... Ger. Bap .. Cong . Cong . Friends ... Friends ... Friends ... Presb . : i ! : : Friends ... U. B . Friends ... i i M •I : Baptist . Cone- . Friends ... Non-sect.. Non-sect.. Baptist . 11 IllllllllllHHill m s sss 1810 1879 1889 1882 1870 1871 1878 1852 |! Ill j jg iiill j j p III 1859 1884 j 1881 1860 1870 1806 1879 1881 1868 1879 1884 Table 42. — Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools foe 1887-88 — Continued. 550 EDUCATION REPORT, 1887-88. sntific | Brower and Pai STATISTICS OF PRIVATE SECONDARY SCHOOLS. 551 2 ico i ! i?2g : • K w : : ^ : : io 5 -* »o # o ci i i j b-CJ j H : 5 : •;i> : : : ci : o co : o to : : : ho : ci : : ) O IO rHtO CO ,^J4 (N H M H CO Cl 1-1 CO CO S El\ IS Cl i> *>. Cl , 53 oo o co ^ ^ O to H CO 40 o Cl CO • OOtOMOOOCOWtO^ : h ^ w iro io l>* co i- w o ■HlCO xKI>C0 r-» IO o co s o 'Hi i r ” | 20 35 230 155 56 114 260 43 uo o oo w toouooor^ocioiroco : co w iro ^ i^o ci Tfi lo euro $ ci r^uo O T* w tro o O CO 20 CO CO 8 00 rr IO 00 OONON rH r-H t- C* l> C>CCO(MCCOI>rHLO i> ci iro co 4 14 10 Cl O ONOHNC'lHt.NCHHI CO tH CO rH co t> CO rH O «T«xf< OHNO co iH O rH rH W iH iH rH liO • rH rH j rH H C* W . rH t- Cl CO X 00 00 00 00 00 00 00 00 co oo CO co c ift : co oo • co oo ti •* <&< I’H® £ -*3 'Tj SI'S fl fl3 a3 © s? fc.Bg >• O p OJ’S PhHH CJ • : © : : TS’gli gj^ gli . .isle- g 2^^-h -I SSH to N ca ® ^ « .12 « 3 gpaaJa w -*t>. 03 O 02 rS u . c3 © m3 a) a ®T3 - >» -dS ©2 Hi Ob H-q w g'S fl ©A lll^ pi i-t^^jH^CXJflhl S«__. a N is < US 3 & ®_ I ^ -'S^gKHS “-gSig . . >3 g > ® » MrS°3d /*h . . .,s’ii5.,e1«S#3^ .’3oru OS OEhO^oq^Mcc^mSS H jS^.P'iPC -nC>lSB:3 c K ^ | >>£ '3|S5 a w ©£4 F ®tx g g s "w» : © si, |p43csa©3ci .2 §60 a § S K B'z b® o ® ^Uao^oaO^ ^ *<3.2 02 - © 9 ^ -S r-'S ^ O > o|*§ g&g^g'®!* ’§'H'©'oli> .-1 II' fl 9 y co ! &> | © j £ co -2 ©^ B © g »-i fe ® S3 ^ a cs ■3 g .2 S3 ,3 ^2 c3 © g OH-J s fl£ O SS c c£.§ C3 O © rr\ cj ’V ci .2 .5 72 c o c S : : :©•_• s • ! :'®6i rfl-e : a ®_: a£ 2 2,0® c ©^£5 S o > % — M o^5o f>>'2 6o > © o fl3 * ■~033cS'5c3©'2©©a ^2 ®-y-« 1 1 » fl k6 > S c3 © o t. 2 s'© © O .X X lla ■3 .35 a ~ S3 c3 Z2 ^a © CK|_1 O &3 SO ^ c3 ^ ©Ph © fl © C3 « © © fl fc CO O^QOOOHNW^WON 00 S HHHHNNNNNC'IODM (M Ci C^C^(NC^CNC^C^CSCSCSC^C^ c^ s< e"S «p: hc ^|si ^ = ll-«o=S2<=ig£.<:* S<££ SrlsS fcl II l| II III! I ml N i 1 l ! Ig ■ : J : : . . III.! Ill = m mi Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part 1 — Continued. 554 Students. EDUCATE Tooqos oijij -UOTOg JO Ul os.irioQ ogi^uaxog joj pun osinoQ iboissbiq oSoHOQ joj Suiiudojj 3N I w REPORT S3 j 1887-88. : \n v< © © r-/ 1—< eo 00 ■ Cl Cl rH : 2 - • ; H ; ; •op^JO oimapBov up joqranjsl M •M Cl o 1XN : o : ^ © ©‘ : 03 o : rH i • © : PC Non-sect... Lutheran. Baptist . Lutheran. W.Meth... Lutheran. Non-sect... Non-sect... Presb . •Sumodo jo ojbq; Hi o a 1863 1861 1872 1884 1867 1879 1875 1877 1876 1858 1883 1885 1865 1884 •jojj'sqd J° OWQ * . 1872 1884 1874 1877 1874 1873 | 1882 1886 1885 Principal. M p a « pc p S.B. Harvey . : : v : : C ■ : p> : W a : <| a : r-T c 1 « 5 : > c 2 ^ § ® L a W r W > p . a a 5 M p: board. Eugene D. Holmes, M. A . Rev. Th. N. Mohn . Rev. M. Wahlstrom, A. M . E. G. Paine, A. m . II. S. Hilleboe, A. M . ! J. S. & L. T. Dickey . J. M. McBeath, secretary . Miss Kate Wharton . Name. > ' ■ * 1 « > e c 1 0 a t < 1 P i *E P OJ \g IS l 2 'E-i in 3 S sg 30 German- American Seminary . Spring Arbor Seminary . School of the Blessed Sacrament... Minneapolis Academy . . . St. Olaf’s School . Gustavus Adolphus College . Wesleyan Methodist Seminary . Lutheran Seminary and Institute.. Buena Vista College . Cooper Normal College . Fayette Academy . Location. MICHIGAN. A /l.ion Detroit (251-263 Lafayette Street, east). Spring Arbor . MINNESOTA. ) * i - 1 1 & Minneapolis (1313 Fourth Street). Northfield . St. Peter . Wasioja . Willmar . t . MISSISSIPPI. Buena Vista . . . Daleville . Fayette . 383 § 8 si §i!Ii 8 STATISTICS OP PRIVATE SECONDARY SCHOOLS. 555 »-< o • :°8 -a : i 1 ! : : JSS jN* j 1 1 I I i§ p | | j : : • 1 i ii :s r j i j i i i i i 8 P : e : : s ; i M : : i i a i iss ^ j u i ill ss M ii MM sgg M j j : : i i i iias ;s : : : : 1 S : ns 8 :§ : i s§ «B5S9 . PggS-lSggggSPgSg 2iSSsSs8SSgS82 8 II g jg 8 °ggp-g ssssa la ! iSSagSsJg g 88 e N 3 Sex sspss | |gS>2S38 \ i$o83S££ g §8 § |g : 3 K5l> n-* w io to COlCOaCt>lOkOCOlO I eiievue . Franklin . Oakdale (box 70) . vvanoo . NEW HAMPSHIRE. Andover . Atkinson . Candia Village . F^kTin::::::::::::::::::::::;:::;:: Gilmanton . Kingston . Lancaster . Ne w London . Northwood Centre . Northwood Ridge . Pembroke . Portsmouth . . . i i ! : i « I SSS38 II11III1I 88118 STATISTICS OF PRIVATE SECONDARY SCHOOLS. o ci : o »o t- 0:0 d S3 00 • : : co 3 ;co : : »o : to hi : 6h :i-co : »H d • rH H< O O t-d : : £3 q d : : : : :n :coh cid : : : : :ci : o ci Cl 60 100 74 OOCllO INOOCDOOHQ C? O Tr CO Cl Cl O l- C5 00 C> HH Cl d ^ C5 d 73 210 54 260 CO 51 200 140 33 30 100 24 166 38 131 106 61 36 870 HI i* . ^ ^ ^ OrHtotoCOrHto o o t- Cl TJ1 t- o ci : h C^ d Hi CO CO d Cl Cl 00 CO rH i- Cl Cl ^ooo oc d o : i-< 00 <05 h (M o t- H« to HI O dON CC d o Q o X to O HI Cl co o to Cl CO c> odhhwh t>. d i'* to ci d h rH H< o to -h CO O Cl to ^ rH : d to x d N d CO i> i- d C4COU5 rfioodco 5 17 4 't** 1© toOddtoiH htoOOWdHH HI 3 OtK iHdCO M-JtMH ©OiWKH^tNf. CO HI d t> to co HI HI d d to ^ H< CO to d iH : rH : ci o» d d >-t— 1 IM rH ^ jd CO to CO d rH CO d CO jiH h d : : : : WdWHHHO : : : : d d l> Cl © © « tfi 83 tp C = H O 0 O © u uO cj g c no o g g G*0 ^ o g g 02 2 ® 02 02 c © c sic O’jjO o o o O -O 4-

i i II m O S'H ^ g 3 s 1 ^ 5 O—O 25? \< ** (h ,o § 5. So x jn CJ o 3 m !.•3 |i || j! *£ .£f S s $ i u ^ V ^ 5 3 .S'S ’3 z > o ^ j*o | Number of Years in Course. | Number of Weeks in Scholastic Year. 1 *5: J o o £ o H o 3 A o P) c. il •3 o O 2 £ 3 9 H l- V laB oS 3 | £ 4 5 G 7 S 9 10 ai 12 ■ 13 14 15 1G 17 IS 19 1S55 9 0 9 17 5 0 Yes... No . i No . 3 | 26 1S60 1859 10 1 11 pp • « 31 j No . : No . Yes . No . No . 3 | 20 j 1879 1879 14 14 67 . 20 20 | No . Yes . i 1 Yes . ! No . No . 2 ! 20 | 18S3 21 21 20 3 1 ! Yes ... Yes . 3 ' 1882 18S2 15 ' 1 ! 16 104 I 13 14 14 Yes_... ! Yes . ; No . ‘ t _ Yes . No ....j 0 20 j 1868 1872 24 o ; 24 64 ! 4 16 16 Yes . ; Yes . Xo . Yes . No . o ! 31 18S3 8 8 12 1 Yes . Yes . No . i Yes . No . 3 36 1831 20 20 31 1 1 2 ! Yes . Yes . I No . No . No . 2 ! ' . 1810 J 1S13 19 o ] 19 26 1 6 „ 7 Yes 1 Yes . 3 ' 34 | 1857 | 1857 10 o j 10 90 ' 22 ' . 22 * Yes.... Yes . 3 20 1 1870 ' 1884 28 0 ! 28 39 1 14 14 Yes.... Yes .... Yes . No . 3 30 1821 1 1822 12 0 12 ' ! 116 i 12 20 ! 20 Yes . Yes . Yes . Yes . No . 3 20 , 1 1851 21 1 0 21 ! 47 1 1 12 12 Yes ! Yes . 3 20 1855 i 1856 u O’ 11 | 114 54 ! 54 1 Yes.. ; 1 1 No . . No . No . No . 2 24 ! 1879 1 1879 11 o 11 | S2 32 ! 32 j 27 o Yes . 27o . 1 21 1829 ! 1829 1 il o 11 1C3 46 46 | Yes No^... No 3 I 20 1 1859 1S59 27 i 0 1 27 : 170 36 34 1 1 34 j Yes . ! Yes . Yes . Yes . . ; Yes.... ( 3 ! 26 | 1881 1882 31 1 2 33 162 16 46 ! 46 | Yes . Yes . ! No . Yes . i 27o . 3 i oo 1 1 1837 i 35 35 401 ! ‘ 15 135 ! 135 i Yes ... 3 1870 , 1870 25 0 26 78 | 1 18 IS i Yes . ! Yes . No . Yes . j . j oO | 1881 i 13 i 0 13 13 3 „ o 1 Yes . No . f Yes . 2 1879 1 1879 ! • ! 4 i 12 27 0 14 ! 12 ! Yes . Yes . ■ Yes . No . 3 ; 22 ! 1879 1879 12 i o 16 5 ! Yes ! Yes . Yes ; Yes . 2 1 22 I 1866 1367 27 2 1 1 12 | 29 i 72 1 4 26 26 j . i I Yes . i No . 1 ; Yes....'. 1 . 2 1 22 1SS2 1882 12 1 3 15 126 3 8 8 i Yes . ! ; Yes . Yes . i YeS . [ Yes . 3 | 20 I 1847 1870 12 0 12 in 4 53 : K £es . Yes . ! No . ! Yes . 1 No . 3 | 20 i 1849 o 10 'l42 20 57 1 57 Yes Yes . Yes . ' Yes . ! No . [ 1874 1S73 1 1 15 j o 15 55 j 21 ! 21 Yes . .. ! Yes . Y es . | Yes . 3 1 20 ! 1850 1850 ! 19 i 0 19 300 1 69 ! 69 Yes 1 Yes . Yes . ’ Yes . j . ! 1 20 1 1869 1870 8 0 8 | 95 i 95 Yes Yes . . i Yes j 3 1 25 1837 1837 ' 14 1 X 1 0 l 14 254 i j 100 iou i Yes . No . Yes . 1 No . 1 3 M c Includes statistics of dental department. 1 3 4 5 6 7 8 9 10 11 12 13 14 10 10 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 EDUCATION , REPORT^ 1887-88. Table 69. — Statistics of Schools of Medicine, of Dentistry , Location. 1 New Orleans, La . Brunswick, Me . Baltimore, Md . Baltimore, Md . Baltimore, Md . Baltimore, Md . Baltimore, Md . Boston, Mass . Boston, Mass . Ann Arbor, Mich . Detroit, Mich . Minneapolis, Minn. ... Minneapolis, Minn.... St. Paul, Minn . Columbia, Mo . Kansas City, Mo . Kansas City, Mo . St. Joseph, Mo . St. Joseph, Mo . St. Louis, Mo . St. Louis, Mo . St. Louis, Mo . St. Louis, Mo . Omaha, Nebr . Hanover, N. H . Albany, N. Y . Buffalo, N.Y . Buffalo, N. Y . New York, N. Y . New York, N. Y . New York, N. Y. New York, N. Y„ Syracuse, N. Y„ . Raleigh, N. C . Cincinnati, Ohio... Name. President or Dean. 3 I— Medical, and Surgical,— Cont’d, 1. Undergraduate — Regular — Cont’d. Medical Department, Tulane Uni¬ versity. Medical School of Maine, at Bowdoin College. Baltimore Medical College . Baltimore University School of Medh cine. College of Physicians and Surgeons... University of Maryland, School of Medicine. Woman’s Medical College of Balti¬ more. College of Physicians and Surgeons... Harvard University Medical School... Department of Medicine and Surgery of the University of Michigan. Detroit College Of Medicine . Minneapolis College of Physicians and Surgeons. Minnesota Hospital College . St. Paul Medical College* . Medical Department, University of the State of Missouri. Kansas City Medical College . University Medical College . North-Western Medical College of St. Joseph. St. Joseph Medical College . Beaumont Hospital Medical College*.. Missouri Medical College . St. Louis College of Physicians and Surgeons. St. Loui3 Medical College . Omaha Medical College . Dartmouth Medical College . . Albany Medical College (Union Uni¬ versity). Medical Department of Niagara Uni¬ versity. Medical Department of the University of Buffalo. Bellevue Hospital Medical College . College of Physicians and Surgeons in the City of New York (Columbia College). University of the City of New York, Medical Department. * Woman’s Medical College of the New York Infirmary. College of Medicine of Syracuse Uni¬ versity. Leonard Medical College (Shaw Uni¬ versity). Cincinnati College of Medicine and Surgery. Stanford E. Chaili6, M. d., dean.. Rev. William De Witt Hyde, D.D. Da‘ id Streett, m. d . James G. Linthictim, M. b . . Thomas Opie, M. d . J. Edwin Michael, m. D . . Richard Henry Thotnas, M. £>., dean. Charles P. Thayer, M. D., regis¬ trar. Charles W. Eliot, ll. d . Corydon L. Ford, to. D., ll. d., dean. LI. O. Walker, m. D., secretary., Edwin Phillips, m. d . F. A.Dunsmoor, M. D . Alex. J. Stone, M. d., ll. d . Samuel S. Laws, ll. d . E. W. Schauffler, m. d _ ........ John R. Snell, M. d . Francis A. Simmons, M. d . Jacob Geiger, m. d . . . W. B. Outten . . T. F. Prewitt, M. D . Joseph L. Bauer, M. d . J. S. B. Alleyne, m. d . . J. C. Denise, M. d . C. P. Frost, M. d . Willis G. Tucker, m. d., regis¬ trar. Alvin A. Hubbell, to. d., sec¬ retary. Charles Cary, m. d., secretary... Austin Flint, m. D., ll. d . . . John C. Dalton, m. d . Charles Inslee Pardee, m. d., dean. Emily Blackwell, m. d . Rev. Charles N. Sims, d. D., ll. d., chancellor. Rev. H. M. Tupper, d. d . R. C. Stockton Reed, a. m., m. D. Statistics of 1886-87. STATISTICS OF SCHOOLS OF MEDICINE, 791 and of Pharmacy, far 1887-83. — Part I — Continued. u . - Professors and Instructors. Students. z Z X Z 30 V X uZ u •g o = x- ©.2 u ZZ ^ z x 2 T p11 9 7 * £ >> X ^ *» *£ z. j 0D X} M O X -25s X ! £ ' 2- <2 * X z >»S X ! x u z 5 1 i , - =• i > . ~ B 53 j £ Z * - © . U t £ J5 *3 ? 55 1 5 x X 0 4 5 6 7 S 9 10 ii 12 13 14 15 16 17 IS 19 . 1834 ! 11 0 j 11 274 73 73 ' Yes.... No . Yes . Yes . 1820 1820 | 10 0 10 16 21 21 1 1 Yes..... Yes . 3 20 ; 1881 1881 16 0 16 50 17 17 Yes . Xo . Xo . Yes . Xo.... ..2-3 24 1884 15 0 ! 15 31 15 25 Yes . Yes . Xo . Xo . Xo.... .. 2 1872 1S72 18 0 1 IS 235 91 91 Yes . Xo. _ Yes . Yes . Xo.... .. 3 £4 1807 1808 22 0 22 269 40 82 82 Yes . Xo . Xo . Xo . Xo ... 2 j 26 j 1882 1882 15 0 15 16 ’ 0 3 3 Yes . Yes . Xo . Yes . Xo.— ... 3 ' 23 , 1880 1881 6 6 12 i 43 ] 4 4 4 Xo . Yes . Xo _ Yes..... Xo.-. ..j 3 j 24 1782 . . 56 263 136 72 j 72 i Yes . .. 3-4 1837 1850 ■ . . 16 313 IS 48 1 48 Yes—.. j . — .. 3 i ss i 1835 1885 34 0 34 130 ! 30 30 Yes . Yes . Yes . .. 3 1 23 1 1883 1883 16 0 16 1 | 19 ' 2 2 Xo . Yes . Yes . Yes . Xo.„. .. 3 i j 1881 1SS1 37 10 47 100 94 20 20 Xo . Yes-... Yes . Yes . Yes- i 26 i 1878 24 . 24 35 1 1 Xo . Yes . Yes . Yes . 1839 1845 | 8 0 1 8 20 "is" 1880 1 [ 1869 19 1 30 43 20 20 Yes ... Yes No. Yes .. No . 9 £4 1880 1 1881 ! 15 1 16 36 i 8 8 Yes..... Yes . Yes . Xo . 2 25 i 1881 j 1851 10 0 10 32 1 n 11 Yes . Yes . Yes . Yes . 9 20 1877 17 i . 1 17 32 12 12 Yes . Yes . o 1SS6 20 . ! 20 54 is 18 18 Yes..... Yes.... Xo . Tes . No... o 1S40 1840 20 0 20 233 10 81 i 81 Yes . Yes . Xo . Xo . Xo.... 2 22 1879 1879 20 2 22 109 1 43 43 Yes . Yes . Xo . Yes . Xo.— ... 3 £4 1841 ; 1842 - 32 0 32 96 i 10 1 *18 : 18 Yes-... Yes. .. , . Xo . Yes_... . Xo— .. 3 32 1881 1881 13 3 16 30 8 8 I Yes . ! Yes.... I I Yes. Yes . Xo.... .. 3 24 1769 ! 1797 4 10 14 71 7 30 1 ! 30 Yes . Yes... 1 ! Xo . Yes..... . Xo - ... 3 -4 1839 | 1838 21 1 22 132 37 ' 37 Yes—. Yes... Xo ..... Xo „ . .. 3 £5 ■ 1S83 20 r 1 j 21 49 3 12* 12 Yes . Yes.... Xo . Yes _ . Xo .. ._ 3 £3 1846 1846 27 ! 4 31 169 7 1 44 44 Yes.... Xo . Xo ...„ Yes . ... 3 24 1S61 1861 27 0 27 415 1 114 144 Yes . 1 Xo . 9 £4 1807 ! 0 j 35 809 j 115 115 Yes . 2 j so | 1S07 35 j _ ; 56 631 46 I 151 ! 151 Yes Yes.. . ! Yes . Yes . - 3 1833 | 1SH 56 1 1368 0 26 26 52 6 j 4 4 Yes...„ Yes . : Yes . Yfes . ... 3 £2 1875 i 1872 ; 23 0 23 32 9 9 3 j 1865 7 39 Xo ...« Yes . Yes....: Yes ... 4 1851 ! 1851 13 I i 7,* I50 i 2 i " j 15 i Yes . i Yes . Xo _... Yes.... , . Yes.. 22 i 1 82 33 34 35 So 37 38 39 40 41 42 43 44 45 46 47 43 49 50 51 52 53 :4 55 55 57 53 59 60 61 62 63 64 65 66 79 67 68 69 70 71 72 73 74 75 76 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 EDUCATION REPOET, 1SS7-88. Table 69. — Statistics of Schools of Medicine, of Dentistry, Location. Name. President or Dean. 1 2 I— Medical a>~d Surgical — Cont'd. 2. Undergraduate — Eegulai — Cont'd. Cincinnati, Ohio . Medical College of Ohio . 1 Cincinnati, Ohio . Miami Medical College . Cleveland, Ohio . Medical Department of the University | of Wooster. Cleveland, Ohio . W estern Deserve University, Medical Department. * Columbus, Ohio . Columbus Medical College . Columbus, Ohio . Starling Medical College . Toledo, Ohio . North-Western Ohio Medical College Toledo, Ohio . Portland, Oregon . Philadelphia, Pa . Philadelphia, Pa . Philadelphia, Pa . Philadelphia, Pa . Pittsburg, Pa..- . Charleston, S. C . Memphis, Tenn . Nashville, Tenn . Nashville, Tenn. , Nashville, Tenn . ! Burlington, Yt- . Rutland, Yt . [ Richmond, Ya . University of Yir- I ginia, Ya. Atlanta, Ga Chicago, Ill . [ Indianapolis, Ind Des Moines, Iowa . Des Moines, Iowa . St. Louis, Mo . New York, N. Y _ . Cincinnati, Ohio . Cincinnati Ohio- . Toledo Medical College . Medical Department, Willamette Uni¬ versity. Jederson Medical College . Medico-Chirurgical College of Phila¬ delphia. University of Pennsylvania, Medical i Department. W Oman's Medical College of Pennsyl¬ vania. Western Pennsylvania Medical Col¬ lege. Medical College of the State of South Carolina. Memphis Hospital Medical College (South-Western Baptist University). Medical Department of the Univer¬ sity of Nashville, ana of Yanderbilt University. Medical Department, University of Tennessee. Meharry Medical Department of Cen¬ tral Tennessee College. Medical Department of the Univer¬ sity of Yermont. Yermont Medical College . Medical College of Virginia....* . University of Virginia, Medical De¬ partment. 3. Undergraduate — Eclectic. Georgia College of Eclectic Medicine I and Surgery. Bennett College of Eclectic Medicine and Surgery. Indiana Eclecdc Medical College . Iowa Medical College (Drake Uni¬ versity). King Eclectic Medical College* . American Medical College . i Eclectic Medical College of the City 1 of New York. American Eclectic Medical College . Eclectic Medical Institute . ! * Statistics of 1886-87. W. W. Seely, A. at., zs.. d . J. C: Mackenzie, it. d., secre- tarv. F. J. Weed, 3i. d . . . 1 G. C. E. Weber, ii. d„ ll. d., j dean. D. N. Kinsman, M. d..„ . Thos. C. Hoover, ai. d., regis¬ trar. G. A. Collamore, a. b.,:m. d., , dean. Hon. Henry Kahlo . ! E. P. Fraser, ai. d . J. W. Holland, m. d . j Peter D. Keyser, a. h., m. d . William Pepper, at. d., ll. d . ! Clara Marshall, iu:. d.. . ' James McCann, ar. d . j E. A. Kinloch, ai.D_ . --- . j W. B. Rogers, ar. d . j L. C. Garland, A. M., IX.D., \ chancellor. Duncan Eve.A.ar., si.d . G. W. Hubbard, M. d., dean- . 1 A. P. Grinnell, ar. d., dean . | Geo._Dutton. A. ar., ar. D., dean....] J. S. JJovsey Cullen, m. d . j Wm. M. Thornton, chairman of the faculty. W. M. Durham, ar. d., secretary.! Milton Jay, ai. d . L. Abbett, ar. d . - G. T. Carpenter, a. ar., f.a. sc.. O. H. P. Shoemaker, M. D„ . ' Edwin Younkin, m. d . G. W. Boskowitz, ar. d . I Benj.K.Maitby,A.ar.,rH.D.,2r.D.| Johu M. Seudder, ar. D - . | 793 STATISTICS OF SCHOOLS OF MEDICINE. and of Pharmacy, for 1887-86. — Part I — Continued. Date of Charter. Year of First Opening. Professors and Instructors. Students. Number of Degrees Conferred in Course in 1887-88. oB on?.' -t'A % CO q.2 S..G ^ 1 O a . c a c.2« w Be -j ®-g o © 25 b ^ e" <1 a ! o g ! >• ® 3 >» 0- ■ tt a *cZ 2 *3 ft ,■3 -So? z 3 *o Number of Yreavsin Course. * r* o 1 ^ 2 1 1 4> 0 S ! £ o T. c 3 '35 o fc H c 4) S g £ o tn V P © teS t£X -5 0 'll £ © s.s £ a o ci 1? C r-t u o Si S5 4 5 6 7 8 9 no ii 13 14 15 16 27 IS 39 1819 1819 13 13 226 71 71 Yes.,...' Yes.... 1 Yes . 3 22 67 1852 1852 0 22 90 83 21 Yes . ! Yes.! . ! No . Yes . 1 No . 3 22 6S 1861 1861 15 0 15 52 9 21 21 Yes . Yes . No . Yes . No . 3 22 69 184° 17 17 143 >2 43 43 Yes . 3 % 70 1875 1875 13 2 15 55 10 15 15 Yes . „ i ACS . No . ■ ;■ . 17.:: 3 °5 71 1817 1847 14 0 1-1 89 37 Yes Yes . Yes. . Yes . i No . 3 24 72 1883 ! 1SS3 J 14 1 15 19 - 9 9 Yes ! Yes . j Yes . I Yes . 1 2 25 73 1SS2 ' 1SS3 i 13 i 1 14 2S G T 6 Yes i Yes ■ Yes . 1 No . 2 1 j 24 71 1853 1861 12 ! 0 12 23 1 5 5 Yes . j Y'es . i No . 1 Yes . ! No . 3 26 75 1826 j 1826 82 6 33 521 120 188 183 Yes 1 No . I Yes .... 3 36 76 1850 18S1 r 30 o j 30 290 20 20 Yes Yes 1 Yes Y es . i No . 3 35 77 1765 66 .1 65 445 119 118 11S Yes Yes Yes ...J 3 7S 1818 1849 27 I o i 27 * | 161 4 28 28 Yes . Yes . Y'e3 . 1 Y’es . No . 3 28 79 1883 1S86 0 49 40 87 16 35 Co Yes . Yes . Yes . » Yes . No . 3 36 80 1832 1S33 12 0 12 64 17 17 Yes Y'es . No . Yes . No . 3 i 20 81 1878 1880 10 0 10 145 54 54 Yes 1 No No . i No . No . 2 ! 29 i 82 1873 1871 16 0 16 201 81 81 1 2 ! S3 1876 1S77 15 ] o 1 15 76 76 Yes 1 L 1 "X 09 1 No .. No . 1 No . 3 24 ! 84 1SG5 ; 1S76 io ! o 1 10 62 5 18 IS Yes.. ..] Yes .. ! 3 20 | £5 1851 1854 1 24 1 u ! 1S9 Yes . ! ACS.... , i . J 20 ! S6 1887 1857 1 1 2 17 13 13 13 Yes . : Yes . ! No . ! ! AO . 3 | 20 : 87 183S 1835 18 j 0 18 47 0 15 15 No . i No . ] No . Y'es . 1 No . 3 i 25 88 18 L9 1 1825 0 4 : 82 22 22 No No .. . S9 1839 1810 I i j 0 I 59 12 22 On Yes . ! Y'es . ! 1 Y’es . Yes . 9 20 90 1869 | 186S 2T o 21 j 127 sa ! 1 41 41 j Y os I Veg„... Yes . i Y’es . 1 3 26 91 18S0 1880 1 7 - I a 12 I ' O ( j — x 3 10 10 1 x . i Yes . j Yes . | Yes . i Y’es . Y’es . 3 21 92 ' 1881 16 1 0 16 418 | 45 1 Yes . ! j Y'es . 93 1883 8 ! 10 18 I oo 2 2 2 . Yes . 1 Yes . 1 i j Yes . I Y’es . ''•’es . 3 94 1873 j 1873 | 15 1 0 1 5 J-9 ! 13 13 Yes | Y’es . l 3 20 95 1S55 1865 1 17 1 3 29 63 9 1 11 11 Yes . 1 Y’es . No . Y es . Y’es . 3 96 1879 1S79 9 4 13 40 0 1 15 1 15 Yes . ; Yes . ! Yes . Y’es . No . o 40 97 1815 [ 1813 1 10 1 0 1 10 '227 ' 61 ! 61 Yes . 1 Y’e3 . i Y’es . No . 3 40 £8 99 100 101 102 103 104 105 106 107 108 109 no 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 EDUCATION REPORT, 1887-88. Table 69. — Statistics of Schools of Medicine, of Dentistry, I Location. Name. President or Dean. 2 3 Medical and Surgical— Cont’d. San Francisco, Cal. Chicago, Ill . Chicago, Ill . Iowa City, Iowa . Boston, Mass . Ann Arbor, Mich .. St. Louis, Mo . New Y ork, N. Y . New York, N. Y . Cincinnati, Ohio . Cleveland, Ohio . Philadelphia, Pa ... . Chicago, LI . Indianapolis, Ind 4. Homoeopathic. Hahnemann Hospital College of San i Francisco. Chicago Homoeopathic Medical Col- j lege. Hahnemann Medical College and i Hospital. Homoeopathic Medical Department, ! State University of Iowa. Boston University School of Medicine, i Homoeopathic Medical College of the ; University of Michigan. Homoeopathic Medical College of Mis- i souri. New York Homoeopathic Medical Col- \ lege. New York Medical College and Hos- 1 pital for Women. Pulte Medical College . Homoeopathic Hospital College . | Hahnemann Medical College and Hospital. 5. Undergraduate Physio-Medical. Physio-Medical Institute . Physio-Medical College of Indiana*.. J. A. Albertson, m. d . J. S. Mitchell, A. M., sx. D . E. S. Bailey, 31. D., registrar . Charles A. Schaeffer, a. m., ph.d. I. Tisdale Talbot, it. D., dean . James B. Angell, ll. d . S. B. Parsons, m. d . L. L. Danforth, ai. d., secretary.. Louise Gerrard, m.d., secretary J. D. Buck, m. d . J. C. Sanders, a. m., m. d . . A. R. Thomas, m. d . J. E. Hoop, 31. D.... E. Anthony, M. D Chicago, HI . St. Louis, Mo . New York, N. Y.. New York, N. Y.. Philadelphia, Pa. Philadelphia, Pa. 6. Graduate. 1 Chicago Ophthalmic College* . St. Louis Post-Graduate School of Medicine. New York Polyclinic . New York Post-Graduate Medical School and Hospital. Auxiliary Department of Medicine, University of Pennsylvania. Philadelphia Polyclinic and College for Graduates in Medicine. San Francisco, Cal ....; Washington, D. C . i Washington, D. C . Chicago, Ill . ! Chicago, Ill . Chicago, Ill . J Indianapolis, Ind . Iowa City, Iowa . H.— Dental. Dental Department, University of California. Dental Department, National Uni- versity.6 Howard University, Dental Depart¬ ment. American College of Dental Surgery.. Chicago College of Dental Surgery..*... North-Western College of Dental Sur¬ gery. Indiana Dental College . Dental Department, State University of Iowa. J. E. Harper, A. m. , ai. d . . . W. A. Hardaway, m. d . J. A. Wyeth, ii. d., secretary . D. B. St. John Roosa, M. d . William Pepper, m. d., ll. d. John B. Roberts, M. d . C. L. Goddard, a. ar., d. d. s., dean. H. H. Barker, ai. D . Rev.Wm.W. Patton, D. D., ll.d. I. Clendenen, ir. d . . Truman W.Brophv, m.d., d.d.s. F.H. B. McDowell . W. L. Heiskell, D. D. s . Charles A. Schaeffer, ph. d . * Statistics of 1886-87. a Three months. STATISTICS OF SCHOOLS OF MEDICINE, 795 and of Pharmacy, for 1887-88. — Part I — Continued. Date of Charter. | Year of First Opening. Professors and Instructors. Students. Number of Degrees Conferred in Course in 1887-88. 0 se¬ ll « 0 os ■ < <2 Is a Knowledge of Medical Botany Required for a Diploma? Is Chemical Laboratory Work Ob¬ ligatory upon Students. Is any Provision made for Instruc¬ tion in Anatomical Drawing. Number of Years in Course. Number of Weeks in Scholastic Year. Resident. Non-Resident. Total. Total Number. Number Holding Degrees in Letters or Science. Number of Graduates in 1887-88. o g-S r*- a

S o.° M o)tiw •2 £ ® c3 ^ p A-afc o ®-a o 52 S£ <1 Is there any Examination mission? 4 5 •6 7 S 9 10 11 12 13 14 15 16 1 17 IS 19 1887 1884 19 1 20 21 0 9 9 Yes . Yes . No . No . No . 3 24 99 1876 1876 21 0 21 128 22 47 47 Yes. ... Yes . Yes . Yes . 3 22 100 1855 1859 19 2 21 187 78 79 Yfts ... Yes..... No . Yes No . 3 21 101 1877 1877 9 32 0 Yes .... Yes . 2-3 20 102 1869 1873 38 110 25 39 39 Yes . Y es . 3-4 32 103 1874 1875 5 76 6 Yes . 3 104 1857 1857 13 0 13 44 18 18 Yes Yes . No . No . No . 26 105 1861 1861 29 0 29 138 13 48 48 Yes . Yes . No . Yes . No . 3 106 1863 1863 20 0 20 41 9 9 Yes ... Yes . No . Yes 3 26 107 1871 1871 10 2 12 65 10 30 30 Yes . Yes . Yes . No . No . 3 21 108 1849 1849 13 • 0 13 92 12 34 34 Yes . Yes . Yes . Yes . Yes . 3 26 109 1848 1848 22 1 23 184 11 48 48 Yes . Yes . No . Yes . No . 3 26 110 1885 1885 5 6 11 15 5 5 Yes Yes . Yes Yes Yes . 2 24 111 1873 6 6 12 26 20 8 8 Yes Yes . Yes .... Yes . Yes . 2 112 1886 10 0 10 35 14 0 Yes . No. No . (a) 113 1884 1885 10 16 26 24 24 24 No . 34 114 1882 76 76 325 325 115 1886 1882 69 69 337 No . 52 116 1865 5 0 5 13 2 117 18S3 1883 22 0 22 56 118 1882 25 36 o 12 12 Yes Yes.. Yes . No . No . 3 34 119 120 1884 2 0 2 18 8 8 Yes Yes 121 1886 1886 15 4 19 54 2 9 10 Yes . Yes . Yes . Yes . Yes . 3 38 122 1883 1883 45 12 57 126 1 8 44 44 Yes . | Yes . No . Yes . No . 3 26 123 18S5 1885 8 1 9 27 5 11 H Yes ....1 Yes . Yes . 1 Yes . 2 36 124 1879 1879 6 0 6 30 17 17 Yes . 1 Yes ... No, . 3 20 125 1883 1882 7 53 ! 0 20 20 Yes . Yes . No . J 2 20 126 6 Included in statistics of medical department. 127 128 129 130 131 132 133 134 135 130 137 138 139 140 141 142 143 144 145 140 147 148 149 150 151 152 153 154 155 EDUCATION REPORT, 1887-88. Table 69. — Statistics of Schools of Medicine, of Dentistry, Location. Name. 1 2 II. Dejttal — Continued. Louisville, Ky. Louisville College of Dentistry, Den¬ tal Department of Central Univer¬ sity. Baltimore, Md . Baltimore, Md . Boston, Mass . Boston, Mass . Baltimore College of Dental Surgery.. University of Maryland, Dental De¬ partment. Boston Dental College * . Harvard University, Dental Depart¬ ment. Ann Arbor, Mich. Dental College of the University of Michigan. Minneapolis, Minn . St. Paul, Minn . Kansas City, Mo . St. Louis, Mo . New York, N. Y . Cincinnati, O . Philadelphia, Pa . j Philadelphia. Pa . ! Nashville, Tenn . J Nashville, Tenn . Nashville, Tenn San Francisco, Cal . | Washington, D. C . j Washington, D. C . 1 Chicago, III..... . ! Chicago, ill . j La Fayette, Ind . I Des Moines, Iowa . j Iowa City, Iowa . j Lawrence, Kans . ! Louisville, Ivy . J Louisville, Ky . i New Orleans, La.. . I I Minnesota Hospital College, Dental Department. * St. Paul Medical College, Dental De¬ partment. * Kansas City Dental College . . . Missouri Dental College . . New York College of Dentistry . Ohio College of Dental Surgery . Pennsylvania College of Dental Sur¬ gery. University of Pennsylvania, Denial Department. Dental Department, University of Tennessee.* School of Dentistry, Mebarry Med¬ ical Department, Central Tennes¬ see College.* Vanderbilt University, Department of Dentistry. IH. — P HABMACEUTICAL. California College of Pharmacy (Uni¬ versity of California). National College of Pharmacy . Pharmaceutical College of Howard University.- Chicago College of Pharmacy . Illinois College of Pharmacy (North- Western University). School of Pharmacy, Purdue Univer¬ sity. * Iowa College of Pharmacy . Pharmaceutical Department of State University of Iowa. Department of Pharmacy, Univer¬ sity of Kansas. Louisville College of Pharmacy . j Louisville School of Pharmacy for ! Women. Class in Pharmacy of the Medical Department of Tulane University. * Statistics of 1886-87. President or Dean. 3 Jas. Lewis Howe. . R. B. Winder, m. d.,d.d. s . Ferdinand I. S. Gorgas, a.m., m. d.,d. d. s. . John A. Follett, A. 3i.,x. d . C. W. Eliot, ll. d., president; Thomas H. Chandler, d.m.d., dean. James B. Angell,ix. d., presi¬ dent; Jonathan Taft, ai. d., d. d.s.. dean. ; W. A. S. Spaulding, d. d. s., dean. | Louis W. Lyon, d.d.s., dean . .) J. D. Patterson, d. d. s., secre- { tary. , i Henry H. Mudd, M. d . I Frank Abbott, m. d . ,1 II. A. Smith, d. n.s . ; C. N. Peirce, d. d. s . I William Pepper, m. d. , ll. n . ! James Y. Crawford, n. D. s . j G. "W. Hubbard, k.d., dean . L. C. Garland, A. M., ll. n., j chancellor. ; E. V/. Runyon, PH. G ! R. L. Eliot, secretary . i Rev. Wm. W. Patton, d. n., j ll. d. • D. H. Galloway, secretary . Oscar Oldberg, PHA2M. d . i Arthur L. Green . . . ! Lewis Schooler, jr.D . i Charles A. Schaeffer, ph, d . I J. A. Lippincott, D. D., ll. d . ! J. W. Fowler . ! J. P. Barnum, a.m., M. D . ; Stanford E. Chaille,2£. d., dean.. STATISTICS OF SCHOOLS OF MEDICINE 707 and of Pharmacy, for 1887-8S. — Part I — Continued. Date of Charier. Year of First Opening. Professors and Instructors. Students. * l u §28 0,1. u 75 3 C C3 I *!! ! pi d 0 =-5 _ ® * c; ^ ! Ill p Is there any Examination for Ad¬ mission ? >> 0> 5 1 M 0J 1 *3 ! .§ ® c g ; ^ I u~ T3 © i 1 I* j ^ ! e5 ! v O h* 9- 0 to £ a V *■§ If g o d 5* * h Y 3 " d 2 sc i © ; ® Is any Provision made for Instruc¬ tion in Anatomical Drawing? Number of Years in Course. Number of Weeks in Scholastic Year. ' C © ’55 oo • CO j © to §s ! g cl S : O cc ia" : o' MB9^ Oqj UiqjTJA P9AI9D93 pjYXBdp -lunjc .xo o’jxqg jobpanoxny ml M \ ° 1° o © •spuna aAxpnp -o.xa mojj JB9 2i .toj aracoaj © » o : o © 00 ic p' ^4 o • o \ •epuna 9Axpnp -oij ;u9ux?ixu9a jo junocay © 5* ° i ° © 1.0 1 o : ° : : : •s.oai -PIF.SpnseprmoJO jo 3n[t!^ QD ° ss o o LSO~ eft1-1 8 O 8 o 15,000 20, 000 30, 000 45,000 •snjBi -Bddy ogiju9i9g jo otqBA o o : 5 SI © 8 lO 8 © 5,000 5, 000 2, 000 1,000 •runuuy aad SmSpoq; put; p.XBOg JO JB03 9Sl3.I9Ay © e* O LOO O 1> O || 5 : io io © © © © : ^ ci © © oo io r ^"2 : ••,idnj qoBg[ oj uoijmj, joj aSasqo jBnauy j t- wo o o O o LO LO o o oo to co co co r- i> tH •oaa uotjetipB.!*) jo junouiy j *. 1 5* I : lo to o o o o o o : cioi ^ ^ ^ th coco . & © © © © © © © CO COCOCO CO •99a UOIJT3IU9IJJBJ\[ JO junoray h\ • V^lS lfl LO IS LO IS IS lo lo toiaioio lo •Aje.tq -iq; xlI S9xnrqoA. jo jeqmn^ « * 8 8 j !M CO : 00 t> © © © © coo 8 m'io'io' •sdxqs.xt?[oq9g jo jgqtanx «=< ^ ! o i>o oo o ° 1 til : io 5 ! 3 E : > p I 3 1 • 1 1 ! < 5 ° * i 1 1 ! 5 ^ - 2 5 g L- I, ft c ) ® I « _Q | ! -2 ^ ) - O’O I i Lb; >«S ® o = 1 S t ) : > a >! J ^ i? ;« ) •*= : 2 ) £ S : 5 5 j : 2 )S “j f 5 E : 7 ) c 1 - < ^ 4 2 !| i ? ■ ? >*►= ii- ; l | S j ^ Medical Department of National University . National Medical College (Columbian Univer¬ sity). University of Georgetown, Medical Department Southern Medical College . Medical College of Georgia (University of Geor¬ gia). Chicago Medical College (North-Western Uni¬ versity). cqeo 10 O > >> r» •ti.ti o £ jC c£ 5 3 3 .£ >® PPe 8*2 3 5 s §5T© >13 5 02 S5 3rt o a 1* O 3 £8 |S| .£3 0 Ha o P ^ © o cO C'-' 3<« •g’S ’11=" o • «M 53 52*8 a bocj c g » a ’5 *OO.S® = 3 £ Si, = ~ P ll-2: g.^ ©,3 = 3 Si) o 3 CS0' 2 ©*3 = t£ O 3 O 3 £gS ^ ^ ft 'S.^’3 .2 3.2 , 2-0 S-g ; 3 t£“ © a * O < C3 C3 © £XT 3 O > = .3 © «^'oD ^ ,9 c = o-3BOH«-d^ "53g«| = d-2" W -'?'£= = 2 M ~ S5-2£5=£«S.2 w ©Q^S *• £ bt£ ^ ^ Cijfi ? = c£.:i-2*;ia?s.g “SIT'S o-.© = > H'So 2 o*c C ©*§ ® c||© s s _ ■ sS. STATISTICS OF SCHOOLS OF MEDICINE, 803 mm n : : : : ! ! j§ I I I 1 I II i I |°| in if of 8 cT j i §§ ci ! is! ; IO ; : : : 3,000 000*01 1 j. j : js §§ : o efio : llil coo-r-T i j : : : : : • m sis (M rn C-l' -l-' ©' © 1,300 . 1 9,700 j i : ig o i jii : 1 : § eo“ 1 © I i 1 it ii K fill «f<0©%H ii : : : i 88B sis eiofef -it'©'| 8 i : o : : i i !i : : : _ _ : i 1 1 ! * 1 : : ! 1 : : : i : : : : ii oo iii © © : ii : : ii ! 1 :© | : °©i 8 o : : i o : : 1 ! j ; j : : : o : : j || i : i \ : : : : M : : i : ii ° i i i i © : : i m i i : ; : n t : : ° : 1 i °ii i j© : : o [ • : i o : : ! i : o : : i i : : : s : : : : © i : : : ° i I i \ : : •: : o • : : i ° ii © : : ; ! i ! : ; : © : i 1 i : ■ : i : : : : : : j : j : : : iii : : : H : : : j : i i- i : : 1 10 : : 11 1 iii -: if i 1 iO § g i :! 1 is i : ii °i iFS s °11 i gg | : : : : : 1 ! i : ii ooef I Ii tfjlf o : : : | 000*8 I : ; : 1 s r-T : : : o i : jef j %■ § Mi : : : : l ii §1 : : io ci : : in i «f nh : : i 1 ! : : : : il :-T : 111 coo ii 8 ; : : i s^s 1 s 8 : : : i|8 .88 j 8 i§i i : : : H : : iii : : i SSS 1 ”i : : 8 £ 88 8 SSBg 8 8 88888 88 §SS38§S Wi 888 888 88 8 8 82 8 88 | 8 8 88888 88 8888 82 888 ; 888 88 IO lO w : -: LO lO logs lO lO m lo io :m io j : : IO 1C LO LO© e LO io 10 l © LO © LO © 009 1 : j j is . _ : : j | f 1 ! i i i m rii : :© © : : :g : i i i ii i i " i i ii ii jl 111 CO © is i s o OH O OOIN © I oo l ^ : ii oo : : : o joo : © © i> o : o©t> ° i : o o oo o o©o i : j -: - OO j © o© © o © © ©o oo : OO© © ill Of lilli! i a-sol^j o c -3 gft Mil, „ * : S S S3 3 >SP _:£> J. ! =* : : : :-g : :«2 1 : IP tUa Mi ■Jo? 3 1 j|!i I 3ltS| si - - K'g.S 5^ cS si “Osiris S S S§ S So88S IP *1 III 111 1 S|ws :§2 Sos i is § ®o-= © '§£ «g ’3* ; ^ i ait a is its goSS^S 313 §B© I K^OOgOrOoi oS 5 imm^m 1 i!IH'?Ill^i*|I ^ ~ v ~ ~ ~ - £ £ > r: - X-zz «« sag £s=; n ©© Ph^ 88588 £8 8838 || SS| ©82 a For residents ; $25 for non-residents. 6 For residents; $35 for non-residents. Table G9. — Statistics of Schools of Medicine, of Dentistry, and of rkarmicu for 1887-83. — Part II — Continued. m EDUCATION REPORT, 1887-88. •suoixoBjauag •“ai>?poT[ put; pjBog aoj saSa BiiQ jdaoxo so.xi nog I gw rao.ij Iiuoa aoj ainoouj 88 o o i- — i o' o' oTc o'-* •saag uoipng, cnojj xtsaA aqj uiqiiM. sjdiaaag jo 'janoiiiy ** t f-? ! 83 OOOO—I 88888 o -r«V luqjiAV paAiaaag piy xBd to -tunjtf -to a.)B)g jo’ junoiny •spung 9At;onp © -ojj rao.ij .iBa^. aoj accroauj W •spung DAt'jonp -ojg juauBOiaag jo junomy •s3ui -pimg puB spuno.i£) jo anxBA •snjBa -Bddy opipxaps jo anxBA I ($ o o o o 8888 •tnnuny aad SutSpog puB paBog jo jsoq aSBaaAy •[idng qoug oj uoijinx aoj aSABqg xunauy j « •aag uoijunpBJtQ jo junoray ^ •sag oiaisioiaio loco uoijBxnoiJ)Bit jo pinotay ^ •AtB.iq | £3 -ig m saranxoA J° Aaqurn^x I 5* •sdiqsiBxoqog jo .Taqram.1 S? | •sdiqs.tossaj -ojg paAiopug jo xaqran^j; ooooooo g&5 '3 2 a © » a tig o'3 ft >^1 05 £ >» c a a c3 Q<-(r ^^Q2o s § o c -.3 o o ®-9 S ? - ® 5 c 2 ® 5 & 'CO 2 tes Jf"© Mr. Oft i£0 — ft’- siSiHiSjSf ft ftft ^ o x ® ftw O w r ► o«P cO «fl «■ ®>« ® ^z- ££33 § o ^ m 1-1 ° : : i i i i i 1 m IS l| jg | j 1 p p m j : : : ; : • : : : : : l : f l : § i is i :£§ i r 1 i Ijs i Mi i*s|2g MM 1 : : : : : : : T ^ ^ \ ~ 8 : = : : : i ■ 1 ! i i : : : : : : ip gsgsggggg r"rt g g ggss iSP l : SSSS SS|!gSf8g8S Ms ci=8 8 o O j © O O ^ O 1DOCO LCOOClftOpOCCWOLO CO oco *S ocooioaffleo ID CO CO ; O O IOSIOO | iD ID ID IDXHOIDID^COCCOIOID'^O kO • *3 is l : : : j | : : : ° : : : j j I ! j” j | j j : I iiii ili ;o| ; ; ; : : : : : iiii ii m is ! ins ! 1 1 : j co : j j : dnV : : j : : : : : : : : : o o ; jOOO jOrH j j o o : : : o : © © : : ; : ojoj o joo j |moh j« jo j CO j : ; o o o jeo i : : : : : 1 : : ; o o jo jo -oo c jo j o joo j jooo jo ;o j : : ; : : : : : III i £ O «3 ii ^ 0 5 c~ : *5 • = : s>S £ ill I I s*: lift , fell,? r — r-> 'J: a ,4 p> ... .......... I ! ili u* fSPMih H s^-3 |:==SS?s?:^S2 2 -5 151. «l3p=|?^| Hi mmms = ®“ ^00^0^5 ^ o i; g 3= ~ ® ~ I 5 - Iil|llKi!ill|ll mi Miiii^iiu lilt iiiiiiifiim •• .■'S : : ;P • : i s 5 :>,o : : : c.^ : j I? 'r s -S-s = 2£ :.2 £o : « ; s s >o>>~ £ « 5 >,L5 >5 2 = >-5 a SIS g§S“SI§sS § 5 IIS3 SIS ISSI Smi^lZiSSHl 1 * Statist ics of 1836-87. & First year; SI 50 second year; $50 third year, d For residents ; $35 for non-residents, a Included in sfaitisiics of modical department. c For residents; $25 for non-residents. c Free to residents; $25 to non-residents. Table 69. — Statistics of Schools of Medicine, of Dentistry, and of Pharmacy, for 1887-88. — Pabt II— Continued. 806 EDUCATION REPORT, 1887-88. •suoijoBjauag; !.s . nn m ! •gQiSpo'-j put? pjBog joj saSjBqg jdaoxa saajnog tpj raojj aua_\ joj ooioouj |i mis ! cT ci \ e&i-i : •sooji Txoijmi tnojj jbo^ aqj uiqqAi s;di9oajj jo junocuy M 1S1II i © (N • ‘JWi aqx uiqqAY poAiaDag piy x^dp -xunj^ jo ajBjg J° junoray : : : o o • 111 i ; : ; • •spung QAijonp -ojg toojj JtJay joj otnoouj § 1 1 i ! 1 i j ! i ! i : •spung OAijanp -ojg jaauL'injag jo janoray 8 :::::: i i : l l : • • : : : : :::::: :::::: •sSai -Pling pan spuno jq jo anx^A X nim §mm •snj'Bj -•eddy ogtjiiapg jo sniVA * e* iliii a i • : : ^ : : : : •nmuny jad SaiSpog pun pjuog jo jsoo’aSBjaAy s 1 Issa i \i \ : : •pdng gang oj uoijinx Joj aSjtjqo x'BnuuY s ©08080 •aag uoijBnpejf) jo junotny ! s §82£8 1 •aag uoijBxnoiJjBjc jo jtmoniy § »o lO IO 13 •Ajnjq -rj ui satcmxo^ jo jaqranx « 8 |B§§ i : : •sdxqsjBxoqog jo .laqransj sa e> jo joeoo : : •sdtqsjossaj -ojg paAiopug; jo jaqttmx i jo jooo Name. « IY. Veterinary. Chicago Veterinary College . Veterinary Department, Harvard University . North-Western Veterinary College . American Veterinary College . New York College of Veterinary Surgeons . Veterinary Department, University of Penn¬ sylvania. sSsssg CHAPTER XIII. DEGREES CONFERRED. . Remarks on Table 70. Table 70 presents the classified summary of degrees conferred by colleges and profes¬ sional schools at the last commencement. Four per cent, of the whole number were honorary degrees, and of these 97 per cent, were conferred by classical and scientific colleges. Of the degrees in course 45 per cent, are credited to classical and scientific colleges, 6 per cent, to colleges for women, and 49 per cent, to professional schools. From the classified distribution the relative proportion of the various degreed in course is found to be as follows: Per 1 Cent. 1 , ! Per i Cent. Per Cent. L.J orM.E.L . . 2.73 1 B. M. E. and M. E . I .70 Art . . .13 A U ... 1 26 B Arch 1 .04 T> R 2 00 A. M . . 6. ! C. and M.E . .52 M. D . 31.06 Sc.B . . 1 8.60 i Mech.E . .34 T) D S 3. Sc. M . Ph.B . ! 3.14 Ph.G . . 1 3.39 B. C. E. and C. E . . | 1.34 ! Ph.D . ! .60 LL. B . 9. 50 B. Act _ _ . . .01 ! Mas. B . .20 ! ; D.Y.S . . .33 1 Degrees for classical courses represented by A. B. and A. M. form the largest propor¬ tion of the whole, viz, 32 per cent. Medical degrees come next, comprising 31 per cent. ; degrees in science, including those for general and for special courses, make up 12.3 percent. It is worthy of note that 72 per cent, of the degrees conferred by colleges and semi¬ naries for women are A. B. or A. M. degrees. These are indicative either of a classical course or of a course in which French or German has been substituted for Greek. Of 107 A. M. degrees conferred by colleges or seminaries for women 89 per cent, are reported from the South Atlantic and south central divisions of the country. In these the colleges and seminaries for women for the most part follow the plan of the University of Virginia. They are organized in schools, and confer the degree of A. M. upon those who graduate in all the schools. It can not be pretended that the degree represents the same standards as that conferred by the University of Virginia, but in the colleges for women referred to it appears to be always the sign of a classical course. 807 808 EDUCATION REPOST, 1887-88, Table 70. — Classified Statistical State and Class. AllCla .sses. Letters. - Science. All Degrees. O A. B. Sc. B. j Sc. • M. | In Course. Honorary. In Course. >> o 1 I g 1 6 Honorary. In Course. Honorary. In Course. Honorary. 1 3 3 £ 5 6 j ? S ! 9 I 10 11 13 Grand total . 13,747 566 376 j 3, Doo | 120 : S'jQ 45 j 1,181 ! 6 \ 103 18 Total in classical and scientific col- 6. 258 552 | 233 j 3,003 j 116 ; 749 45 I 1,134 6 86 18 leges. 853 4 j 143 506 1 4 ! 107 47 17 6, 636 10 24 . 238 i 12 40 i 47 I- 77 j 41 13 6 Classical and scientific colleges . 76 1 l 12 ‘ - 13 ! 6 104 40 10 39 58 . 43 ! 4 1 1 11 , 1 . 6 1 _ 1 23 j 4 i 1 n j 1 1 6 I . . 20 I 1 . 1 1 . California . 205 1 j 1 '5“i 33 1 o 1 1 44 1 Classical and scic7i title col leges . 111 i 5! 2~ 44 | 1 Professional schools . . . 94 j 3o j ! . _ • _ J _ _ Colorado . 15 1 j g 5 . !H 1 ... . | Classical and scientific colleges . 12 ! 3 I 5 . 1 . . Professional schools . 3 | . J l Connecticut . 330 j 32 j 174 1 15 ! 41 , 8 . ^ I i Classical and scientific colleges. 315 ! 32 . 174 j 15 i 41 8 i Professional schools . 75 i . 1 Dakota . . 6 | 4 | 1 ! . 1 Clessicnl and scientific, collocrecs . 6 1 1 4 1 1 1 l . 1 _ Delaware . . 2 i m) J 2 - ! 1 _ 1 Classical and soiftntifin colleges . 1 O ! . 1 2 1 id - . I 1 Professional schools . . ! 1 . | . 1 District of Columbia . 3S1 ! 4 i 1 1 20 j 1 j 4 1 !6 j 1 _ _ 1 fHassionl » rwl Roipnfinn nollpcrpq 44 | o-i i : 20 1 1 i 4 16 j Pro t fis jIdiliI Sf- ioo!s 327 O 1 ! _ i _ _ _ ! Georgia . 322 i 3 20 j 88 j 1 13 ! 1 I ■ 7 I Cl&ssioal find soipnf.ifip nollpcrpc; 92 1 g 19 I 48 ‘ 5 i 1 1 i . Colleges for women . 56 1 1 40 1 ' ' 8 1 1 . . ! 7 1 . Professional schools . . . 174 X . . Illinois . 1,064 i 39 j 26 ! 12S i 9 j 65 1 76 “j 14 i . I ! Classical and scientific colleges . 313 32 1 13 j 116 ' 9 j 65 j 76 1 14 . I Colleges for women 28 13 12 | Professional schools . 693 j 7 Indiana . . _ . 381 | 27 ; 1 1 159 j 14 5 | 87 1 j j 1 . i Cla-sical and scientific collcrro«j 299 { 27 # 1 ! 159 14 fr | 87 Colleges for women . | . Professional schools . S2 i 1 a Also 8 honorary. b Also 2 honorary. DEGREES CONFERRED, 809 Summary of all Degrees Conferred. Science. Philosophy. Art. Theol¬ ogy. Medicine. Law. B a. < s' £ . 1 < S b/ g Ph. B. Ph. D. n 5 . 1 0 GO | . I tri Q ! 5 > ! pa a a r - £ 5 i 0 = £ o' ?; 1-3 f f 3 O h ~ & o 1 o 1 5 o b S' 5 § o 1 Honorary. ! J ■s 1 II o o is i § 1 f j ti O j 5 P | | O I i 0 5 13 14 «5 16 17 IS 19 20 31 33 33 24 36 3S *39 30 3S 32 185 2 96 5 69 47 532 1 79 29 rt 20 | 17 211 238 | 1/1,271 3G2 447 ! 45 1,304 ; 99 1S5 o 96 5 69 47 530 1 79 29 2 10 8 j 230 18 1 . | . 1 97 2 24 ' 7 ........ . . . . . . . . . ! 203| 8 ■ 4.253 '3611447 1 45” 1,303 2 15 3 . . . . ZI . . 8 \— | 9 : 3 29 18 2 15 :::::: 3 ::::: . . . :::::: . . “8 . 3 j 9 !!!!!!!! . 29 zzl:::z\ . :::::::: 18 ;;;;;; 4 . . . . . » 1 i . . j "i- ~i 20 -;4 . . ; . . 4 . . :::::: . . 1 i . ! . l . 20 . . : . . . 1 . ! . . 28 . 1 . 1 . ! 4 ; 4 51 . . 25 | . . . 1 . . 28 . 1 . H . 4 ! i . j . 5l’ j 14 . cM . . . 4 . ' | . - . : . . P ..... 3 ! . 1 . j . . . 4 y . . ! . . . j . 1 j . j . 3 I . | . ! . 1 . p □ | 92 1 . j . . | . j . 1 29 9 7~ | . : . ! . 39 8 . . . i . J H i 92 . : . ; ...... i 1 "29'j.....9.. ! _ 7_ . . | . i . 39 8 . | . j . ; | . I . . i 1 | . ! . . . | . | . j . | . j . j . . . . . ! 1 I . ! [ . i . 1 . *1 . ! _ ] _ _ “| pj . . L.....| 1 . ! . i . . . y 1 . | . j . I . | . 1 . ! . . : . ; . ; j . . ! 1 . ZT ! . | . j 3 . . . | . : 1 13 67 13 j 31 j . | 213 2 . . 1 . ! ; . . : 3 . . . . ' . | 1 ; 13 j . . 67" i ”13 V'31" ”02131 ! " "2 5 . . | . !“ P ! 13 . | . . . 1 3 148 ; 6 . [. . | ~19~ . 5 j i 13 1 . 1 3 i . . . ; . . . ! . | - . "T 1 . 148 . 6” 19 . . 1 . I . 1 . 45 1 . i 12 Cl ! 3 ! i 32 26 354 j 140 ! 5 . 73 3 jzz . 45 1 12 i . I 19 1 1 (d) . ; 3 i j 3 1 _ | . ” J . [--•••• ! . --•••• 32 T V . 354 ] 13S j 95 . 73 ; 5 . 5 t . = ; 39 . 1 2 . ! . | . j 7 1 88 1 . 1 . 1 . ; ! . : 4 5 1 . | 5 | . : 30 | . 1 2 ! . i . | ! . | 7 6 . . | . | 4 l”! Z ....... : . 82 c Includes 28 M. L. d One honorary. \ 810 EDUCATION REPORT, 1887-88. Table 70. — Classified Statistical State and Class. Iowa- Classical and scientific colleges. Colleges for women . Professional schools . Kansas. Classical and scientific colleges. Colleges for women . Professional schools . Kentucky. Classical and scientific colleges. Colleges for women . Professional schools . Louisiana- Classical and scientific colleges. Colleges for women . Professional schools . Maine Classical and scientific colleges. Colleges for women . Professional schools . Maryland. Classical and scientific colleges. Colleges for women . Professional schools . Massachusetts. Classical and scientific colleges. Colleges for women . Professional schools . Michigan . Classical and scientific colleges. Colleges for women . Professional schools . Minnesota . Classical and scientific colleges. Colleges for women . Professional schools . Mississippi. Classical and scientific colleges. Colleges for women . Professional schools . Missouri. |A11 Classes. Letters. Science. All Degrees. In Course, L. B. or M. E. L. A. B. A.M. Sc. B. Sc. M. In Course.- Honorary. In Course. Honorary. In Course. Honorary. In Course. Honorary. In Course. Honorary. 2 3 4 5 0 7 8 9 10 ia 12 497 17 10 30 3 71 3 73 4 4 I 4 z — 252 | 17 10 25 5 ! 3 . 71 3 Lzl 5 240 _ _ _ 112 } 6 3 39 1 8 33 1 91 ' 3 39 1 8 33 21 = i 12 508 1 12 6 98 1 3° ! i ' 34 . 102 12 1 51 47 1 | #15 ! 17 34 2 10 80 1 6 . 326 . 1 . 1 _ _ _ 148 9 19 3 4 14 35 9 17 3 4 14 1 2 1 . 111 . 1 . 187 10 104 DE h» - 1 12 * ; - 151 10 93 11 1 3 28 " 10 2 1 4 15 .! 21 . _ 531 1 2 1 97 | 14 1 7 111 2 1 61 18 18 jZ . 1 7 ... 1 . 18 . I 402 [ . . 1, 120 i— - 5 582 10 92 128 | — 1 === 740 24 ! i 491 91 Z 85 108 1 20 | 61 j 124 5 256 1 549 | H 14 25 117 2 ; 8 5 | 60 ; 2 ' . 267 14 25 117 2 1 8 5 60 ! 2 282 140 1 20 37 25 is j 1 1 | 1 20 23 14 25 15 1 1 1 . 1 121 6 16 44 i 37 3 60 46 6 16 28 i 36 1 3 j 16 15 . I 543 13 9 1 117 4 11 21 1 146 29 1 368 | 13 1 8 97 20 4 11 ! 21 1 . 1, Classical and scientific colleges. Colleges for women . Professional schools . DEGREES CONFERRED. 811 Summary of all Degrees Go nf erred— Continued. 812 EDUCATION REPORT, 1887-88. Table 70. — Classified Statistical Summary State and Class. All Classes. Letters. Science.' All Degrees. O cq 0T nfi Eg O a A.B. A. M. Sc. B. Sc. M. d cn O o >, 3 3 a O a © to s- O O 3 o o K © CO O O a 3 o o ft © to O D c c5 C O K © to 3 o V a >> 3 fH o c 1 a 3 4 5 6 S' 8 9 11 12 Nebraska . . . 33 8 9 1 6 25 8 1 1 8 9 1 6 CZ — 139 16 4 60 7 20 | 23 i 1 Classical and scientific colleges . 95 11 30 16 4 50 10 7 20 { 23 i 1 Professional schools . 1 . ... . 1 281 11 211 - = 19 == 1 261 9 8 11 202 9 1 4 19 1 : . — 1,796 60 29 314 1 is | 82 144 i 8 2 720 36 1,040 57 3 29 281 33 15 3 80 2 • 144 i 8 2 Colleges for women . Professional schools . North Carolina . 134 fzr 91 1 12 24 2 Classical and scientific colleges . 89 45 14 48 43 1 11 1 24 2 Colleges for women . i Professional schools . Ohio . 1,046 54 60 241 15 52 1 72 2 i Classical and scientific colleges . Colleges for women . 468 42 536 54 55 5 219 22 15 52 1 57 15 2 i Professional schools . Oregon . 20 1 1 | ■ - “I . 2 ,== 4 ===: — Classical and scientific colleges .... 7 1 1 2 4 Colleges for women . Professional schools . 13 . i Pennsylvania . 1,503 75 j 2 297 105 21 108 ■ 15 6 Classical and scientific colleens . 641 34 828 75 | 2 275 22 105 21 cl07 1 15 6 Colleges for women . Professional schools . . | • "Rhode Island . = 72 »| 38 | 29 Classical and scientific colleges 72 3 38 29 South Carolina . _ 105 7 75 | 1 4 4 — Classical and scientific colleges 76 8 21 7 i 67 8 1 4 4 I Colleges for women . Professional schools . Tennessee . . 603 37 | 27 79 65 3 30 . i 6 1 Classical and scientific colleges I 134 88 3S1 37 1 53 26 37 28 3 23 . 1 6’l 1 Colleges for women . 27 Professional schools . :::::::: . 1 . i Texas . 70 9 19 / 4 4 12 . j . : OIakripsiI find so. ion t,i fin onlloo'Acs 1 55 11 4 9 13 i 6| 3 4 4 4 Tj i Colleges for women . Professional schools . . 1, i a Includes 2 in metallurgy. b Also 2 honorary. DEGREES CONFERRED 813 of all Degrees Conferred — Continued. Science. Philosophy. Art. 1 Theol- 1 ogy. 1 Medicine. d | >* I o [ e Law. W o «S 3 3 o c; C 1 1 5 £ a la- 11 |g i < d i z p , 1 u 3 i u 3 H 1 s i l Ph. B. Ph. D. M S 1 1 § | 3 t5 d 1 Q | f 6 p b 2 0 | d a 1 L> a d | I 8 1 \ 6 j 1 C j c ' | c U s | < b 2 o 5 t 3 C 1 U c i o § || 0 o 3 & E c 3 13 ~7 14 15 16 17 IS 19 20 21 22 23 24 25 26 27 2S 29 30 SB 32 . . . . .; . | . . . . . 1 . 8 1 1 £ . . ! . :::::: . . 1 ,:r| . | . j . 8 : . . . i ZZ.Z.j . 3 ::::: — = . . . . i . ! ...... . ] 3 1 30 : | . 1 . | ! . ! . 3 :::::: . . . i """i i j :3.| .... :...j 3 ;;;;;;;; 1 . 30 . | :::::::: 1 . 3 i p =. . ! . 37 1 . ...... . . S 3 1 . . . . 1 ; . 7 . . m . :::::: ...... :::::::: :::::! ""s"; 3 1 . 1 . ! j . 7 . . . Pi 2S 29 ...* 22 i 72~ 23 7 3 | . 10 [ 21 584 j 72 110 45 220 1 0 28 ::::: «29 22 i . 23 7 l>2 i 1 ■;3! l ; 21 | . | . j . ! . ; 9 1 . •""•"j . 1 . ' •••••• p . : p"*" | . i . *584 r 72 j li o j 45 220 _ 6 j . . ; . . 1 . 1 | . j . ; i . ! ' 10 ; . 1 . . | . ! . ! . 1 :::::: | . 3! F ! . i \y L...... i;.;;; ! 10. 1- . ! . . . | . ! . 4 | . j 3 . . : 4 68 1 . . 3 |= F | 32 j 25 I 374 | 46 27 | . ] ‘ 57 i 9 4 j""" j 3 | . i . i ! 4 68 . i 3‘: i 3 ! 4 :::::: ::::::: j 32 J- 25 | . *374* J* 46 1**27*" 9 . ] . . 57* . . 1 . 133 P . . . ! . | . 5 . J . | . 8 | . . 1 . . ::::::: . j;";;; R j::::::. | . i . | . » I . 1 . • I . . *8* j::::.: ! . 1 1 . i--- j- . 1 . 5* 73 ! 2 1 22 j . j 14 . i 27 L... . i° | . ; 11 1 20 756 . ! 3 . r ss 1 12 73 L*. 22 . i » P . .1 i "li" | 29 j . *756 | . 12 | *"*3* j . 1 . *5*8* . . ........ . ) . 5 | . i . j . . . . 1 . . | . | . 2 i . P i= j— . 5 | . | . . | . 1 j . ; . . 2 . ===== 1 ! . | . j . . ; . 4 17 j . ! . j . 4 2 1 . i . : | . 1 . . 1 | ...... ! . i . j . | . ! . 4 | . . . | . | . ' 2 . _ . 1 . ! . ! . 1 . j™ I-”-’- . \.Z" -r- . 17 • • ■ . 4 1 . . j . j-: . : . | . 8 1 . ; . | 3 | . ai j 22 i 21 292 . | . — 73 4 | 4 . 1 . . 1 . ! . 8 . I..3.. d l ! G !.:I I . j"-- . 1 . | . i . i . ----- ' . |"i,r . 292 . ■| . | . 73 ! . 4 . 1 5 | . ; . 3 . j 12 j . j . . |~3 . ! . I . ] . 4 j . 4 ! 5 3 . 12 j 5 . i . . 1 . ,1 . ! i i 1*.!!.'.'.*.. . r r;;;; c Includes 7 in chemistry. * d Also 5 honorary. 814 EDUCATION REPORT, 1887-88. Table 70. — Classified Statistical State and Class. All Classes. Letters. Science. All Degrees. In Course, L. B. or M. E. L. A. B. A. M. Sc. B. Sc. M. In Course. Honorary. In Course. Honorary. In Course. Honorary. In Course. § o a c W In Course, j Honorary. 1 2 S 4 5 6 7 S 9 10 li 12 Vermont, . 58 42 3 13 14 14 2 25 3 5 5 1 Claseien.l nnd scientific colleges . . 2 25 2 1 5 5 1 Colleges for women . Profess^ on $i,l schools . Virginia, . _ 209 11 3 90 6 ! 24 6 Classical and scientific colleges . 103 31 75 10 2 1 62 28 4 2 24 6 Colleges for women . "Professional schools . 1 Washington . _ _ 7 2 1 5 Classical and scientific colleges . 7 2 i 5 West Virginia . . 1 . 9 5 6 2 3 Classical and scientific colleges . 6 3 5 3 2 3 Colleges for women . Wisconsin . 159 7 32 36 3 1 5 11 ~T Classical and scientific colleges . Colleges for women . 84 8 67 7 24 8 30 3 1 5 11 1 Professional schools . 6 DEGREES CONFERRED. 815 Summary of all Degrees Conferred — Continued. a One honorary. CHAPTER XIV. KINDERGARTENS. The usual form of tabulating statistics of kindergartens antiquated by their rapid absorbtion by city school systems — A statistical retrospect at five-year intervals presented in lieu of the customary table, prepara¬ tory to its reorganization. — The beginning in 1870 — The growth during the first period 1870-75 — During the second period 1875-1880 — During the third period 188-7-85 — Attained cd the period 1887-88 — Why the kindergarten should be a part of the public school system , report of the Boston committee — What, as a public school, it should be, report of the president of the Philadelphia Board of Education — Notes from reports by superintendents of other cities — The growth of the kindergarten fostered by associations — Philanthropy a leading characteristic of such bodies „ The exhaustive fulness of the statistics of kindergarten instruction in the last report of this Office, going so far as to incorporate the lowest classes of institutions for special forms of instruction and requiring the full time of a clerk to make the inquiries and re¬ peated inquiries, has rendered a second full tabulated statement at so short- an interval unnecessary. It is evident that a great change is being made in the character of this class of schools. To use the language of the Philadelphia Society they are becoming the subprimary de¬ partment of public school systems. Although this tendency has been going on very slowly since the inauguration of a public and experimental kindergarten in the systems of Boston, Cleveland, and St. Louis in 1870 and 1873, the events of the last three or four years have greatly facilitated it. Now, there are circumstances connected with the public recognition of the usefulness of kindergartens that bear upon the form which the tabulation of their statistics should take. Why should the lowest classes of a system of public schools, because called kinder¬ gartens, be isolated and treated as a system of themselves any more than the grammar grade or the intermediate? Or, if such classes are treated separately, because the instruction is sui generis, why should they he intercalated with kindergartens that, being private, have an individuality ? In several instances our forms have been returned with the information that the school having become a part of a public school system, we must apply to its executive officer. And why should the lumped statistics of a system, indeed how may they, be tabulated with those of single schools ? Again, kindergarten methods are not confined to kinder¬ garten schools, distinctively known as such; the primary school has “ primary school work ” which is not the same as the primary school work before the advent of the kinder¬ garten system. These considerations have induced ns to attempt to give the present status of the kin¬ dergarten as compared with its condition twenty years ago, and at subsequent intervals of five years; omitting the table, but holding ourselves in readiness to give the statistics of any institution from which we have compiled our summary, on demand. In the mean¬ time the subject of devising proper forms and of making proper distribution will receive our attention. The KlNDEEGAETEN in 1870. “The faulty training which too often precedes school work and the imperfections so prevalent in onr primary instruction,” says our Report for 1870, “ have turned the at¬ tention of many American teachers to the excellencies of the early training, character¬ istic of the kindergarten. * * * Neither children nor childhood are sufficiently un¬ derstood or appreciated. * * * The increasing concentration of our population in cities adds to the necessity of a thorough revision of the earliest work of the school-room throughout the country.” In an article by Miss Elisabeth Peabody, of Boston, appearing in the same volume and on the same subject, the practical advantages of the study are thus stated: “A lady who travelled in Europe to study Froebel’s kindergartens brought home from Dresden the whole series of work done by a class of children who began at three years old and continued until seven; and no one has seen it without being convinced that it must have educated the children that did it, not only to an exquisite arti-tic manipulation, which it is very much harder to atiain later, but to habits of attention that would make it a thing of a short time to learn to read, write, and cipher, and en¬ able them to enter into scientific education, and use hooks with the greatest ad Mint i.e as early as eight years old. * * * The indispensable preliminary of this licv. pri- 816 KINDERGARTENS. 817 mary discipline is competent teachers, who can bo had only by special training. * * * As yet there is but one kindergarten normal school in America, which is a private one in Boston kept by Mrs. Kriege and her daughters.” Miss Peabody thought the “immediate desideratum to be a free national school to supply kindergarten education to the schools of the District of Columbia, the Territories, ami the South, located in the District or, perhaps, in Richmond, Va.” At that time an experimental school had been established at Boston in connection with the public schools and another, though this can hardly be called a part of the system, at Cleveland, the latter under a graduate of Mrs. Kriege's normal school. In California a German lady was maintaining a kindergarten under very adverse circumstances; Dr. Douai had established an institute at Newark. N. J., ani^Miss Louisa Fraukenburg, a pupil and friend of Froebel, was instructing “some superior ladies” in the theory and art of the training at Germantown, a suburb of Philadelphia. The New York school authorities were considering the advisability of making one of three experimental schools a normal school, and “a gentleman,” of Springfield, Mass., had established a manufac¬ tory of kindergarten material, “a truly public-spirited act,” as the outlay would not be returned for years. At St. Louis the subject was receiving great attention, some kindergarten features having been introduced into a primary school. Such was the condition approximately of kindergarten instruction in 1870. In 1872 W. N. Haiiniann, then of Louisville, introduced the following resolution at the meeting of the National Educational Association at Boston: “ Resolved , That a committee of seven be appointed to inquire into the form in which Froebel’ s principles of education may be most efficiently applied to the educational wants of our country, and to report at our next annual meeting.” The committee was composed of seven — Messrs. Dickinson, Hailmann, Harris, Kraus, Hancock, Baker, and Douai. At the next meeting the committee reported that they recognized in the kindergarten a potent means for elevating primary education and for the development and promulgation of the principles of sound psychology. They recommended that kindergarten institutions, both public and private, be established or their establishment encouraged, and that experiments be initiated to determine the best methods of connecting the kindergarten '‘with our current educational system.” The committee met with four objections: (1) That the training existed only in private and separate institutions; (2) that as the great majority of pupils only spend three years in school, the time should not be wasted in things of less importance than elementary in¬ struction; (3) that as the great majority of teachers are scarcely equal to their present task, it could not be expected they could master “ the greater difficulties of kindergar¬ ten education;” (4) that two or three years of mere kindergarten instruction would seem to be a mere waste of time to parents wishing their children to learn to read, write, and cipher as rapidly as possible. These objections were dismissed as prejudices. In 1875. The first tabulated statistics published were those which appeared in onr Report for 1873, when there were 42 institutions. 73 instructors, and 1,252 pupils. The following summary will show these facts for 1875, not only by States but by groups of States, the period being marked by the introduction of kindergarten training, as an experi¬ ment, into the system of St. Louis: Statistical Exhibit at the dose of First Five-Tear Period. 3 x ] i ^ Teachers. 1 1 3$ 2 X X 3 g3 1 North Atlantic Division : North Central Division — Cont’d. ! 2 o • 45 Wisconsin . ! 5 17 1 ! 290 Hampshire i 1 14 Minnesota . «... . .! i 1 18 Massachusetts i 12 20 204 Missouri . . . 12 51 ! 49G Connecticut . 92 Western Division : \(;vy York ! 16 33 424 Washington . 1 1 J 1 j 25 New Jersey 1 13 ; 2S 1 505 California . j l j 15 1 X 10 South Atlantic Division : SUMMARY. Marvland . 3 5 91 J District of Columbia . T | 15 I 157 North Atlantic Division . 50 j 100 1.372 South Central Division : O _i ■ South Atlantic Division . 53 ^orth Central TY vision io ! 2 20 ■i '248 53 North Central Division : •± North Central Division . 31 89 1,096 Ohio . 4 6 1 78 Western Division . 9 1 3 40 Indiana 1 1 1 Illinois . 5 j S 103 j Total for United States . 95 1 215 2,809 Michigan..: . . . ! 3 j 5 SO ‘ • 1 52 ED 818 EDUCATION REPORT, 1887-88. Considering the above statistics it is gt once evident that the training was sectionalized. Include the District of Columbia and Maryland with the North Atlantic Division, and kindergarten training is confined to that' and the North Central Division. Further consideration shows that Massachusetts, New York, New Jersey, Missouri, and the District of Columbia are centres of these centres. It is well known that what Paris is said to be to France, that Washington is to the District; but only five of the schools of Massachusetts are in Boston, only seven of those of New York in the city bearing that name, while the schools of New Jersey are distributed in the towns of the northern part of the State. The Missouri schools are all St. Louis schools. As we are only substi¬ tuting one form of statistics for another, and not intending to write a history of the rise and progress of the kindergarten in A merica, we pass to the condition of the training lx 1880. Two features mark this period — the spread of the training into the Southern States and its growth as a part of the school system of St. Louis. The exclusion of Washing¬ ton City and Maryland from the South Atlantic Division now would by no means leave the kindergarten unrepresented in the South, though it must be confessed the number of schools is small; something like the condition of affairs in the West at the 1875 period. In St. Louis the kindergarten had in 1880 grown into a system of the system of public schools; ’‘too much a wheel within a wheel/’ says the report for 1881-82 of that city. Statistical Exhibit at Close of Second Five-Year Period. 02 *3 1 ® i z ~z d tit JB i ? z a Z Pupils. North Atlantic Division : North Central Division : Maine . l 2 1 2 80 i Ohio 12 28 285 New Hampshire . 1 1 16 Indiana . 5 12 108 Massachusetts . 20 i 41 627 Illinois . 15 23 538 Rhode Island . j 1 l 6 64 Mirhig’an . 6 10 119 Connecticut . 1 4 6 71 1 Wisconsin . 12 23 452 New York . 42 101 1,34S Minnesota . 5 14 108 New Jersey . 16 37 717 Towa . o 8 88 Pennsylvania . 27 57 622 Missouri . 23 90 2, 640 South Atlantic Division : Nebraska . 1 l 12 Delaware . 1 1 15 Kansas . 2 3 65 Maryland . 5 9 83 Western Division : District of Columbia . 9 1 19 254 California . 9 15 340 Virginia 2 3 15 i North Carolina . 3 6 55 SnMMARY. South Carolina . j 1 1 67 113 ! Georgia . 1 1 12 North Atlantic Division . 251 3, 54o Florida . | 1 1 20 1 South Atlantic Division . 23 I 41 521 South Central Division : South Central Division . 4 5 50 Kentuckv . 1 2 15 North Central Division . S3 | 212 I 4,415 Tennessee . 1 1 12 Western Division . | 9 15 1 340 A 1 m 4 4 Louisiana . 1 23 Total for United States ... 232 | 524 t 8, S71 We have noted above that a distinguishing feature of the period 1875-80 is the ap¬ pearance of kindergartens in the Southern States; let us now briefly examine their rapid increase in the North and 'West. • In the North Atlantic Division the increase was 126 per cent, in schools (that is, for every four schools in 1875 there were nine in 1880, 150 per cent, (two to five) in teach¬ ers, and 160 per cent, (five to thirteen] in pupils. The increase occurs in Massachu¬ setts. about half of it in Boston; in New York, more than half of it in New York City; and in Pennsylvania, about half of it in Philadelphia. Two of these cities have suburbs; Boston has Cambridge; Philadelphia, Germantown. These districts have not been in¬ cluded as a part of the city. To have included them would have required us to include Brooklyn, Jersey City, Hoboken, and perhaps even Newark with New York City; and, having got to Newark, why not take in the whole north of New Jersey? In the West there is an increase of 168 per cent, in schools, of 133 per cent, in teach¬ ers, and of 300 per cent, in pupils. Of this extraordinary increase in pupils (3,319), about 65 per cent, occurred in St. Lquis, where over a fourth of the schools were situated and over 40 per cent, of the teachers were employed. Outside of Missouri the increase in Ohio, Hlinois, and Wisconsin are noticeable. Cincinnati aud Cleveland have between them seveh of the twelve schools in Ohio, Chicago eleven of the fifteen in Illinois, aud Milwaukee six of the twelve in Wisconsin. KINDERGARTENS. 819 On the Pacific Slope the kindergarten seems to have found an uncongenial soil in the more northern town of Walla Walla, but increased with energy in the more peopled city of San Francisco. We think that with the completion of this period the novitiate of the kindergarten was finished and that a new conception of its value began to be recognized during tho period closing IN 1885. In 1870, or thereabout, we find the difficulty was to introduce the kindergarten exer¬ cises into the usual school curriculum; during 1880-85 it was another problem how to introduce manual training, exclusive of carpentry shop work, into the same curriculum. The later problem seems to have solved the other. “Construction work” is but the “occupations” of the kindergarten in their theory and practice and the occupations are but the continuation of the “gifts ” of the kindergarten as we know it — as a school for very young children only. In considering the condition of kindergarten affairs at this date, we find that when introduced into the South the kindergarten did not increase with the startling rapidity with which it grew in the North and West. Whether the absence of populous cities had anything to do with this we cannot say, and New Orleans will not favor the sup¬ position. The other features are the rapid strides made in California, that is, in San Francisco, and again in St. Louis, where the schools, teachers, and pupils are once again as large as in 1880. What is said of St. Louis is true of Philadelphia, where, emulating the generosity of Mrs. Shaw in Boston, a free kindergarten was opened about 1879 in a public school building and was supported by six persons, each giving $100. Sometime aftey, a society was formed, and in 1882 an appropriation of $5,000 was obtained from the city councils as an experiment. In 1885 the schools, teachers, and pupils had been doubled. Statistical Exhibit at the close of Third Five-Year Period. £ Schools. Teachers. Pupils. Schools. Teachers. i =2 North Atlantic Division: North Central Division — Maine . 2 3 51 Continued. New Hampshire . 1 1 35 Michigan . . . 1 1 9 18 427 Vermont . i 1 15 Wisconsin . 31 64 1,885 Massachusetts . 19 38 641 Minnesota . 7 12 ’ 170 Rhode Island . 3 9 122 Town. . 4 18 202 Connecticut . 7 19 228 Missouri . 62 181 5, 655 New York . 41 92 1,532 ! Dakota. . 1 3 5 82 New .Terse v . 12 25 440 Nebraska . 2 3 40 Pennsylvania . 55 112 1,634 Kansas . 3 5 134 South Atlantic Division : Western Division : Delaware . 2 5 42 Colorado . 2 4 137 Marvland . 7 15 168 New Mexico _ 1 1 16 District of Columbia . 12 21 217 Utah . 1 1 Virginia . . . 1 2 22 Oregon . 2 4 60 North Carolina . 3 3 38 California . 34 64 1,579 GrBor^ifi. 2 5 55 South Central Division : SUMMARY. Kentucky . 3 4 27 1 Tennessee . 1 . . North Atlantic Division... 141 300 4,698 Alabama . 3 2 20 South Atlantic Division ... 27 51 542 Louisiana . 2 9 128 South Central Division . 10 15 175 Texas . 1 North Central Division . ; 195 462 li, 573 North Central Division : Western Division . j 40 74 1,792 Ohio 26 53 641 Indiana . 11 32 622 Total for United States.. 413 1 902 18,780 Illinois . 37 71 1,715 1 In the North Atlantic Division we find an increase of 25 per cent, in schools, of 20 per cent, in teachers, and of 32 per cent, in pupils; in the West an increase of 134 per cent, in schools, of 118 per cent, in teachers, and of 162 per cent, in pupils. Again, it is in Illinois, Ohio, and Wisconsin that the increase is greatest, and still it is in Chi¬ cago, Cincinnati (with Columbus and Cleveland), ana Milwaukee that the most of the schools of these States are situated. In the far West, Colorado, New Mexico, Utah, and Oregon appear, not very decidedly however, for the first time. 8*20 EDUCATION REPORT, 1887-88. In 1887-88. We have now arrived at the period which, for all practical purposes, may he called the present. After 1885 the tide of favor set strongly for manual training; and manual training, as this Office uses that term, means education, and as education, has its progen¬ itor in Froebel. We shall speak at considerable length on the subject of manual train¬ ing, what it is, and how it proceeds, and its condition as a department of school work; and we will, therefore, merely say that it appears to us doubtful whether manual train¬ ing owes more to the kindergarten for theory, or the kindergarten to manual training for success. In brief, a series of inquiries might be instituted : What is manual train¬ ing as a theory of education without the theory of Froebel? Would the kindergarten have progressed so fast of late had it not been brought into notice by its “occupations” being adopted by manual training ? And last, but not least, had manual training been generally understood to mean education and not industrial training, would it have met with such great success ? Two memorable events have recently occurred in the annals of the kindergarten. In 1887 the schools of the Sub-Primary Society of Philadelphia were formally surrendered to the city, and in 1888 the kindergartens established, and until then wholly supported by Mrs. Pauline Shaw, became a part of the Boston system. We wish to present two facts in this connection. For presenting one — the reasons that may be adduced for adopt¬ ing or establishing classes taught on the kindergarten plan — we will use the report of the Boston Committee on Examination, while for the other — the relation that such classes should bear to the other departments of the system — we will use the report of the presi¬ dent of the Philadelphia board of education. WHY THE KINDERGARTEN SHOULD BE A PUBLIC SCHOOL. In May, 1867, Miss Elizabeth Peabody, Mrs. George R. Russell, and Mrs. A. Hemen- way, and others petitioned the school board of Boston for a kindergarten; in 1870 an experimental one was established, and in 1879 abolished. In 1878 Mrs. Pauline Shaw began founding kindergartens in Boston, and continued her munificence until her kindergartens numbered fourteen and the pupils in them eight hundred. In May, 1887, Mrs. Shaw asked the school board to investigate the value of her schools, and the committee to whom the matter was referred requested that §20,000 be appropriated tor public kindergartens during 1888-S9. In their report the committee say: ' * “All that bas been involved in making the experiment, all that saves the public from the trials and inevitable drawbacks attending a new educational enterprise, all that personal devotion can contribute to the success of such an enterprise, has been done for us and for the community. ******* “Such, then, are our opportunities. We have a number of well-established kinder¬ gartens offered for our acceptance; and a sister city, in precisely similar circumstances, having accepted the kindergartens originated by private enterprise, sets the example of the same step to be taken here. Is there any reason why we should not take it? Nay, are there not very strong reasons why we should, and make the kindergarten a part of our school system from this time forward. ‘ ‘ Let us be sure that we understand what a kindergarten is. It is sometimes regarded as much the same thing with a day nursery, to which very young children, especially of the poor, may be sent for safe-keeping while their parents are busy with other cares. But as a day nursery is not, and a kindergarten is a place of training, they are evidently not the same. Neither is a kindergarten a primary school, for its instruments and methods are very different; it does not make use of books, or of common school appli¬ ances, nor does it claim or desire that discipline or repression to which our primary pu¬ pils are generally subjected. The kindergarten is properly a school to train little chil¬ dren as if they really were little children; to train them certainly but not to subdue them, to give them moral and physical training quite as much as intellectual, and so to give it as to make them glad to receive it and able to avail of it. “The benefits of such a training to the child are self-evident. * * * This prepa¬ ration for the instruction to follow is the end and the test of kindergarten training. If this training were to unfit a child for the next grade of schools it would deserve the con¬ demnation sometimes passed upon it, and no proposal to adopt it into the system of our public schools could be entertained. But if it really fits a pupil for a primary school and fits him in such wise that 1^ can do better in a primary school than one who has not received the same preparation, then its incorporation into our system would seem to be a measure against which objections would batter in vain. Can we doubt that a course such as has just been briefly described must of necessity render a pupil more responsive to primary training? There are not very many homes, even among the most favored, that can teach their children as the true kindergarten does. ****** * KINDERGARTENS. 821 “The incorporation of the kindergarten into our school system is a measure of equi¬ poise. There is a suspicion that the system as it stands is rather top-heavy; * * * to the majority of public school children the more important end [the lower] has re¬ mained unextended. Indeed it may be said to have been curtailed, though not by leg¬ islation, for it is a singular fact by no means generally understood that the number of the youngest primary pupils has been diminishing for several years. ** * “ One more reason, and a very sound reason, for adopting the kindergarten into our school system is the beneficial effect to be expected from it in the other grades of train¬ ing. There can be no question that even before its adoption it has had a mellowing in¬ fluence upon many of our primary schools, softening their discipline and brightening their lessons through and through. If felt there, the influence must continue to be felt in the grammar schools, to which every pupil carries the spirit formed in earlier years.’ 1 To thoroughly examine the question from a practical standpoint the city superin¬ tendent sent inquiries to about two hundred primary teachers of the lowest primary class of Boston. From these one hundred and forty-eight replies were received, ninety- nine of which were made by teachers who had had the necessary experience to express an opinion. Eighty-six of these replies were favorable and thirteen unfavorable to the kindergarten. The superintendent summarizes the answers under five heads. Want of space compels us to summarize his summaries: (1) On the intellectual side the training of the kindergarten quickens the powers of observation, gives clear ideas and the power to express them, aids to learn to read, to compute, to draw, and to write. (2) On the moral side the training inculcates a sense of justice, generosity, politeness, and truthfulness. (3) The training is better suited to children five years old than the lowest primary class. (4) On the point of discipline the opinions are by no means unanimous. (5) As a protectory the kindergarten is much needed. It is hardly necessary to add the kindergarten is now a part of the Boston system of public schools. WHAT, AS A PUBLIC SCHOOL, THE KINDERGARTEN SHOULD BE. The president of the board of education of Philadelphia in 1887 says: “ The year just closed will be memorable as marking the introduction of sub-primary schools as a part of our system — twenty-five of which are now in successful operation. The effect of these schools will be nearly to double the opportunity of children for primary education, by adding two years of earlier training. The statistics of school Attendance show clearly that a large percentage of children have but a few years to spend at school, and that many never get beyond the primary school, so the sub-primary schools furnish the only practical means of extending the schooling of this class. * * * “In making these schools part of a system of public education every care should be taken to adjust them to the necessary conditions of this system as a whole. The differ¬ ence between the organization and management of numerous schools of this kind by a city department and the conduct of single schools by private agency will demand many changes in order to connect them with the general system. Sub-primary divisions should he recognized in our rules just as other grades are, and principles should receive credit for them, in all respects, as they do for other scholars. They should he provided for as a permanent part of our system, and, in the future, the sum required for their support should he included in the gross sum appropriated, and new divisions formed and authorized in the same manner that other grades are established. The preparation of teachers for these schools is a matter of the first consequence, and action should be promptly taken to complete the permanent establishment of a training department for them.1 Such arrangements should be made as shall prevent any discrimination against the teachers in these schools as to salary. It appears to me that the term 1 kinder¬ garten ’ is objectionable for many reasons, and that it should be discontinued altogether, and the term ‘ sub-primary ’ substituted, as describing more fully and clearly the posi¬ tion and function of these schools in our system.” NOTES FROM REPORTS OF CITY SUPERINTENDENTS. San Francisco, Cal. — So much of the kindergarten work as was considered suitable and of benefit has been provided for in the lower grades of the schools, and the hoard of edu¬ cation “very properly ” provided the means for instructing the teaclrersof those grades in such portions of the work as has been adopted. Classes composed of the teachers em¬ ployed in the “receiving” and eighth grades were organized and put in charge of com¬ petent teachers, to he instructed in the first four kindergarten gifts, and the course of study was so modified as to include the work in these gifts in the lower grades, and the 1 See pp. 406 and 446. 822 EDUCATION REPORT, 1887-88. work was assigned for the commencement of the term in August. The superintendent says: 44 If this system of instruction can be made a successful and valuable adjunct to our public schools, it will be only by means of a class of teachers specially and well trained in the nature of it.” Los Angeles , Cal. — The kindergarten work, commenced last year in one school of the first grade, has proved encouraging and satisfactory. It would in all probability be put into all first grade schools but for the lack of rooms and the expense of the materials. Bristol , Conn . — A kindergarten association has been formed. Twenty-two gentlemen have signed an agreement to support a kindergarten for two years. A graduate of the kindergarten department of the State Normal School has been placed in charge. Baltimore , 3Id. — In speaking of this subject the president of the board of school com¬ missioners observes: “In a previous report we referred with approval to the subject of kindergarten in¬ struction and reiterate the views then expressed. Although this method of instruction has recently been introduced into this country, yet it has rapidly obtained public favor and is now regarded by intelligent educators as a valuable auxiliary to the primary schools. ******* 4 4 In several cities this system has been adopted in connection with the public schools, and under the management of the board of education. It is intended for those children who are too young to enter the public schools, but ought to receive better attention and training than they often receive in their homes. They are too often neglected by pa¬ rents who are either unable or unwilling to properly train them, and they are left ex¬ posed to temptations and acquire bad habits in early life which are difficult to eradicate when they grow older. The teachers who have charge of these schools commend them for their good influence, and claim that they promote the health of the children, quicken the faculties, cultivate habits of neatness, cleanliness, industry, and kindness, and that these refining influences extend through the instrumentality of the children even to their parents. “An examination of their work and results in our city shows their value, and that their usefulness should be extended beyond the limited means of private schools; and it may therefore be our duty to establish the kindergarten as a branch of the public- school system; and with that view we ask that the necessary authority be given to the board, in its discretion, to establish these schools.” Gloucester , Mass. — We have spoken of Miss Hovev’s effort to further new educational ideas under Manual Tyiining, we have now to chronicle another: The kindergarten at Gloucester having been discontinued — it was evidently supported at Miss Hovey’s ex¬ pense — that lady offered to give the town the outfit and to give the school $300 annually for tfro years. Financial limitations obliged the authorities regretfully to decline the generous offer. Ann Arbor , Mich. — While the most of the primary teachers have for some years used kindergarten methods to some extent, a further adoption of the system of instruction seems called for. 4 4 Apparently our present opportunity, 5 ’ says the superintendent, 4 1 is to bring the methods of our primary grades more fully into harmony with kindergarten forms and spirit.” The encouragement afforded by the board of education will enable this to be carried out. Paterson, N. J. — The kindergarten has become a department of the system of Pater¬ son. To obtain the necessary teachers a lady of experience was induced to instruct a class of young teachers for this work. The instruction thus far given in the schools covers the first four gifts and the “construction ” work of the manual training course. Songs and games are also taught. Trenton, N. J. — ‘ 4 The proper education of children should include not only the im¬ parting of knowledge but also the development of the faculties,” says the superintend¬ ent. The board became so well convinced of the advantage of the kindergarten over the usual primary school studies that they authorized a trial of it, and the result has been most gratifying. In the opinion of the superintendent thorough kindergarten work should be introduced into several of the school buildings and proper teachers and ma¬ terial provided. Albany , N. Y. — Three years ago the experiment of establishing a room for the purpose of preparing the youngest pupils for entrance upon the regular grade work by giving them a few months of semi-kindergarten instruction was tried with such success as to cause similar schools to be opened in all the “primaries.” The 44 kindergarten idea” has been extended, in four schools, by furnishing the regular kindergarten furniture and assigning the work to teachers who have made a special study of kindergarten methods. Rochester , N. Y. — The work inaugurated by the Free Kindergarten Association in 1887 having proved a success, the board of education adopted the training as a part of the public school system. There are now six kindergartens connected with as many public schools. KINDERGARTENS. 823 Portland , Oregon.— The board of education has permitted the- Portland Free Kinder¬ garten Association to use a room in one of the school buildings; “as this district draws public school money for those children of lour to six years of age who attend the free kindergarten we feel justified in allowing them the use of this room without charge,’’ say -the board. Pawtucket , It. I. — “I desire,” says the superintendent, “to offer two or three sugges¬ tions in the nature of recommendations. I want to call renewed attention to What is already before the board— the opening of two or more kindergartens in our city. * * * I respectfully and earnestly urge the'importance of this improvement.” Providence , it. /. — “Boston lias seen the need and use of them [kindergartens], and Providence has followed in the same direction with the approval and cooperation of its careful superintendent,” says the superintendent of Pawtucket. Statistical Exhibit on or about the Period 1887-88. | Schools. Teachers. Pupils. Schools. Teachers. iS j * North Atlantic Division : ‘ North Central Division — 1 - - — ■ Maine . 3 5 95 I Continued. 1 Vermont . 1 1 13 1 Minnesota .... 9 g 341 Massachusetts . 44 88 1,819 Iowa g 26 501 Rhode Island . 1 6 16 359 1 Missouri . 674 230 | 6 678 Connecticut . 13 32 673 I Dakota . 1 1 ’ 16 New York ..? . I 55 114 1 3, 300 Nebraska 1 4 50 New Jersev . 13 53 965 Kansas . 2 4 65 Pennsylvania . 51 91 ; 2,218 Western Division : South Atlantic Division: Colorado . . 1 3 105 Delaware . i 1 2 21 1 New Mexico . 1 1 19 Maryland . 10 29 434 Utah . 1 1 o0 District of Columbia . i 10 32 314 Nevada .. . 1 1 30 North Carolina . j l 1 2 30 Washington . 1 10 Georgia . ! 1 1 Oregon . 6 14 243 South Central Division : 1 California . 66 119 j 3,550 Kentucky 1 1 1 Tennessee . 2 5 28 SUMMARY. Louisiana . ! 3 13 227 ; 4- Texas . . 4 7 110 North Atlantic Division... 186 370 9,442 North Central Division : South Atlantic Division... 23 66 799 Ohio . 30 75 1,170 South Central Division ... 10 26 365 Indiana . 13 27 542 North Central Division ... 225 600 1-6,614 Illinois . 50 144 3, 048 Western Division . 77 * 140 1 4,007 Michigan a6 908 I Wisconsin . 31 56 3,295 Total for United States.. 521 [ 1,202 31,227 a Not including public schools, of which the number has not been given to us. 6 Sixty-six half-day kindergartens. During 1887-88, or thereabouts, the foregoing figures show great increases over those of the preceding exhibit, though only three years have elapsed. In the North At¬ lantic Division the increase in schools and teachers has not been very great, but in pupils has been doubled. In Massachusetts the pupils in attendance are three times as many as attended in 18S4-85, while in the other States, with two exceptions, the attendance has doubled. In the South Atlantic States south of the Potomac the kindergarten has not thriven, but Maryland, i. e ., Baltimore, has made great advance in enrolment, though the number of schools and teachers have not by any means increased so fast. The South Central States of Louisiana (New Orleans) and Texas have made considerable progress. On the Pacific, California (San Francisco) has more than doubled the enrolment, and almost doubled the number of schools and teachers. In the Mississippi Yalley it is not the schools that have increased so much as the teachers and pupils .in them, the increase of teachers being 30 per cent. , of pupils 50 per cent. The increase of teachers has been greatest in Illinois, Missouri, and Ohio; and in the same States together with Wiscon¬ sin the increase in pupils has been largest. It is evident that the figures are becoming too large to show the doubling and trebling results of earlier periods, and that there are more teachers in a school. Recapitulation. After having made this brief inquiry — too brief, perhaps, for those who would have the perplexing array of if’s, and’s, and but?s inserted, distracting the attention and of no assistance in coming to a conclusion — it may be thought that we should comment on the statistics we have presented. It is said that Charles James Fox deemed an argu- 824 EDUCATION REPORT, 1887-88. ment stated in five different ways fonr new arguments, and we offer tlie same plea for presenting the foregoing statistics in a new form. If it is not capable of stirring the dullest imagination int-o mentally furnishing a text, we are sure that no words of ours would he of service. There were at the close of the - First five-year period.'... Second five-year period Third five-vear period... Year 18S7-88 . . Schools. Teachers. Pupils. 95 216 2,809 . 232 524 8,871 . 413 902 18,780 . 521 1,202 31,227 Kindergarten Associations. "When an inventor has patented his device he immediately seeks to form a company with others who have the means to float his invention into public notice; it is getting, to be quite the fashion to do the same with educational discoveries, with this difference, however — and a very important one it is — that the educational association is determined to lose money for the public first and last. The dividend is the annual progress made, and the investment is realized on when the 4 4 plant ’ ’ is turned over to the public gratis, as happened in Philadelphia some months ago, when the kindergartens of the Sub- Primary School Society became public property. It is very true that Mrs. Blow, in St. Louis, and Mrs. Shaw, in Boston, were not societies, but in Philadelphia, San Francisco, Chicago, Indianapolis, ai d many other cities and towns, we believe, kindergarten work has been established and fostered by associations. In a number of cases the use of school roomhas been granted by the scheqj authorities, and the inevitable tendency has been towards the incorporation of this semi-attached school as a part of the regular system. In the case of St. Louis, Philadelphia, San Francisco, Rochester, and Boston, we have seen that this tendency has been consummated. In examining the motives which actuated the members of these associations we think it is evident that the philanthropic, the charitable, has been more dominant than the strictly educational. We would not he understood as saying that the parents of the children attending the kindergarten were in a less satisfactory condition as to means than the parents of the primary grades, but it would appear that the same idea was not the uppermost in conducting both institutions. The Boston committee, in their report quoted above, further -says: “Of course we are taking for granted that the kindergarten is a strictly educational institution. Time was, and not very long ago, when the education given by it, or by some of the schools called by its name, was of very doubtful value. It -may be that this report will he read by some of those to whom the kindergartens they happened to know wore an uncertain aspect. They may be assured that the quality of kindergarten train¬ ing has greatly improved, particularly during the last few years. All. or almost all, of its abnormal characteristics have disappeared, and it is now pursued with as much com¬ mon sense, or. we may say, with as much scientific knowledge as any other branch of public instruction. Upon this thoroughly educational character the committee report¬ ing desire to base their appeal for the adoption of the kindergarten by the school board.” We have now shGwn how from nothing in 1870 the kindergarten has grown in num¬ bers, and into public favor, until to-day it is becoming, modified in some eases it is true, a part of the public school system. Turning to manual training, the most recent phe¬ nomenon in our educational field, a parallel is suggested. Though in all probability manual training has attained as large a growth as a public school study in live years as the kindergarten has in twenty, nevertheless it has not yet passed through the ordeal of experience and adaptation. To show the present condition of manual training and whencifand from what it has sprung is the object of the follow¬ ing chapter. CHAPTER XV. MANUAL AND INDUSTRIAL TRAINING. Manual Training: An exposition, not an argument , attempted — The manual training, the industrial training, and the conservative parties. I. As a Propaganda for Education: The ideal course — The genesis of the American system — Kindergarten principles and the "Russian System ” — Manual training in Sweden, France, England, and Germany — What is meant by manual iraining as education — Argument of the propagandists — Argument of the conservfitives — The arguments compared — Philosophical apparatus and scientific knowledge versus tools and “ capacities for useful action ” — The special need of manual training for the city boy — Manual training not urged in hostility to the theory of the public schools, but to supply seeming defects of the course ici'.h books only. II. Studies and Curricula: Drawing — The kindergarten — "Construction," with course in “ Hand - Craft ” of the Moline {1U.) schools — Tool instruction, with the course in the "Manual Arts ” of Xew Haven (Conn.) schools; methods and means of Sloyd: the course in a Sloyd school— Sewing, with the course of the Springfield (Mass.) schools — Cooking, with the course of the Washington ( D . C.) schools — Modified public school curriculum (“ Manual training course of studies ”) of the experimental Few York City schools, in full — Hie course in the public schools of France. III. Statistics of the Course (a) in the Public Schools - Introduction into the schools of Xew York City as a tentative — Opinions and discussions of the subject by other educational authorities, from printed reports of city superintendents, special communications, etc. — Associations — Table : Show¬ ing number of instructors and the pupils in the several branches of manual training — Table: Xumber and duration of lessons a week, for manual iraining classes — Table : Cost of introducing and maintaining manual training — Abstract of the statistics, by cities, as returned by superintendents with their remarks, etc. — (b) In Manual Training (High) Schools. Public and Private: The Imperial Tech¬ nical School of Moscow — The special professional schools (Gewerbliclie Fachschulen) of Germany — French apprentice schools— American manual iraining schools — Their character as given by their directors — Table: Ofiicers and connection with other institutions — Table: controlling bodies and methods of appointing them — Table: Admission requirements, fees, and length of course — Table: Literary and manual courses of study — Table: Xumber of hislru'ctors and pupils — Table: Finances and property -values. Industrial Training: Difference of purpose between those urging manual work as a means of educa¬ tion and those who would foster industry — Both parties hope to remove prejudice against laboring with the hands — The socialistic feature of the Paris schools — “ Practical party's" view — Distinction between manual labor as manual training, and as industrial training defended, for the present, oh difference of aim. I. Industrial Departments of Schools for the Special Classes : The workshop coeval with the foundation}, of these schools — Introduced fromiEurqpe — Instruction in schools for the deaf, statistics , and remarks — In schools for the blind, statistics, and remarks — In schools for the feeble-minded, statis¬ tics, and remarks — In reform schools, statistics , and remarks — In “ Industrial schools" and statistics — [.For industrial instruction in schools for the colored race, see Chapter X YU.] EL Trade Schools: The Williamson. Bindge, and the Pratt Schools — The Xew York Trade Schools — The Nautical School of Xew York City. Manual Training. In treating of the subject of manual training it is a matter of some degree of delicacy to avoid giving offence either to those who are carrying on the great propaganda or to others who oppose their views: while, if an attempt is made to he non-partisan, a still more unfortunate result may follow, inasmuch as the displeasure of both may ensue. The witty remark of Sydney Smith, that the great object of a review article is to make men wise in ten pages who have no appetite for a hundred, is not in point here. We have no wisdom to dispense, much less a thcori/ to support. To see adopted as a means of awakening thought operations which have for centuries been looked upon as me¬ chanical, using the word in its figurative sense, to hear on one hand a demand for man¬ ual labor because the youth who go from the schools are educated against it, and on the other a demand that it shall be introduced because 90 per cent, of these follow a manual occupation, to hear on one side a demand made for manual training as a branch of education and on the other as a branch of industry, and to find the whole subject ob¬ scured by a cloud of words, are of themselves quite sufficient to prevent any exertions on our part, either in the field of novelty or paradox. If. then, this Office can put before the public in a succinct and intelligible manner its statistics and other information, which it finds meager and unsatisfactory, as the State superintendent of New Jersey did that he could get; if it can place in the hands of the reader a body of facts that will enable bim to have an intelligent idea of the conflict waged by conservatism against the metaphysics of education by manual labor at one point 825 826 EDUCATION REPORT, 1887-88. and watered communism at an other, it will be abundantly satisfied to leave brilliancyJ depth, and originality to the many competent hands who have been and are now devel¬ oping or opposing the subject. On one side of this important question are ranged those who, maintaining that the present system of education gives entirely too much weight to the cultivation of certain faculties with which man is born and neglects the development of others more impor¬ tant to the practical affairs of daily life, while on the other are those who, content with the ground plan of our present school system, deny the so-claimed necessity for this ex¬ tension of the pale of the public schools, demanding rather that every energy be used in improving the powerful engine of civilization that has gradually grown up among us — one of our most important social if not political institutions they would say, which should not be hampered by engrafting a business course upon it, the function of the public schools not being to produce mechanics. The members of the party of agitation seem to be divided among themselves, though working harmoniously to attain their ■common object; one party contending for manual training as education, the other con¬ sidering it in a commercial point of view. Not only in the educational but in the public press, in every educational meeting whether tor discussion or for business, no topic is more common than the subject of in¬ troducing manual training into the public schools. "While theory has been busy in find¬ ing arguments for and conservativism against the introduction of the new department of study, bold spirits have not hesitated to put their views to a test; but experience has not yet had time to give judgment. It is hoped, therefore, that the pages that are devoted to this subject will, be looked upon — and we say it again for the emphasis — as an endeavor to place it on a basis of fact, and not another effort to find reasons for or against it, which have escaped the attention of those whose mastery of the question entitle them to speak. I.— MANUAL TRAINING AS A PROPAGANDA. THE MANUAL TRAINING COURSE. The ideal course of manual training is said to begin in the kindergarten and close with graduation from the manual training (high) school. This ideal we believe has not yet been practiced by any system, though several only lack the kindergarten or one other feature to realize it. At St. Louis, Philadelphia, and Boston, kindergartens are a part of the public school system of the several cities, and it is not improbable that in a comparatively near future all children too young, for books will be taught by Froebel’s development of Pestalozzian methods. As the child grows older, new tangible work must be provided in course, and the gifts of the kindergarten are to be supplanted in tbis ideal by construction work” in clay, card-board, and paper, as now transpires in New York and Washington, D. C. In the upper grammar grade, however, tool work is introduced for the boys, and sewing and cooking for the girls, the first and last subjects requiring the pupils to leave their room, almost always their building. In the manual training school, which is the crown of this pleasing structure, the male pupil having now attained to sufficient strength, is brought face to face with the two great materials of construction, wood and iron, and is made familiar with the construction of that im¬ portant feature of our age, the steam-engine. All this is but the tangible work of the instruction; hand in hand with it moves draw¬ ing, from slate work and the punching processes of the kindergarten through lines straight and curved, and their final conbinations into artistic forms in the intermediate and gram¬ mar grades, the study terminating at length in the manual training school with instru¬ mental drawing and shading. As an artist is said to obtain the material for a picture from many different places, so is this ideal curriculum as whole but the composition of several realities, no system hav¬ ing yet adopted it in full. As the term manual training will be very frequently used in what follows, it is hoped that its meaning will be recognized as covering anything that occurs in the foregoing description that is taught as a means of intellectual develop¬ ment; and that the term industrial training does not mean manual training but another kind of training altogether, such as is given, for instance, at the admirable Trade Schools of New York City, or in schools for the deaf and other special schools. THE ELEMENTS WITH WHICH THE AMERICAN SYSTEM HAS BEEN FORMED. The first section of a remarkable body of doctrine, entitled the Theory of Education in the United States, relates that the American school system is an organic growth, mean¬ ing, of course, not that growth of feeling of the necessity of the thing which continued appreciation and time engender among a people grown accustomed to civilized life and its conveniences, but an orderly and consistent progress from crude simplicity to fall de- MANUAL TRAINING. 827 velopment. The manual training course is not such a growth, nor has itsprung into the world, like the goddess in the Table, full grown. This is not the place to recall the events of twenty years ago that resulted in the in¬ troduction into the schools of Massachusetts and other systems of the Union of what is called industrial drawing. The history of that event has been most elaborately dealt with by this Office.1 Suffice it to say that, Massachusetts having great manufacturing interests centered in large towns, it was but a natural business instinct that a body of highly respected citizens connected with great industries should petition the legislature to devise some plan for “introducing schools for drawing or instruction in drawing free to all men, women, and children in all towns of the Commonwealth of more than 5,000 inhabitants.” The report of the State board of education, to whom the matter was re¬ ferred, says: “Agents could be employed to go through the Commonwealth and interest the people in this most important subject. Wherever evening classes can be formed of the young and old, free instruction should be furnished in free-haud drawing, and in a few years our enterprising people will begin to discover in our own communities and schools as good artists and artisans as can be found in the most favored portions of other coun¬ tries. ’ ’ It appears that the introduction of drawing was a matter of political rather than of educational economy, of material prosperity rather than of intellectual development. The kindergarten, already in the public schools of France, the place of beginning for manual training, was hardly intended by its American advocates to be an introductory course to the Russian system, but had far higher claims as a rational method of human development adapted to the extremely young; in fact, as a, if not as the, proper way to prepare a child for book work. To a disinterested reader of the remarks of Mr. Della Vos, of the Moscow school, it does not appear from his language 2 that he tinds himself or those he represents on hav¬ ing given a new development of Pestalozzian methods, but rather it will appear that he takes pride in having analyzed industrial processes, seized the essentials, tested and proved them; of having introduced “a systematical method of teaching the arts of turn¬ ing, carpentering, fitting, and forging. ’ ’ Of the introduction of tool work into the Boston schools we speak with some diffi¬ dence. About 1882 Prof. John M. Ordway, now in charge of the Manual Training De¬ partment of Tulane University, made a report on the Swedish system of manual training, called, by those who can intelligently use the word, Slojd.3 A committee of the State board of education, after dwelling on the great similarity of Swedish and American man¬ ners and institutions, advocated the introduction of the Swedish system as the only one that “ embraces the elements of manual training that aims, precisely as we aim, at man¬ ual traiuing rather than industrial education proper.” The instruction given in the Dwight school, the committee says, was illustrating that work of this kind could be. done. As to the purpose of construction work, the last of the several features of manual train¬ ing to appear, there can be no doubt that it was introduced in a purely pedagogical spirit. It has been advocated on such grounds for years by Dr. Felix Adler, of New York, and exemplified by his Workingman’s School, a continuation of the Free Kindergarten School; and the gap between the kindergarten and the manual training school (Russian plan) signaled by the New York committee’s report on manual training, is being sup¬ plied by the adoption of processes somewhat similar to those of the lower grades of this “Workingman’s School.” The kindergarten, then, and its extension, construction, are without doubt based on a pedagogical theory pure and simple, and not on the bread and butter argument. Drawing was introduced to foster industry, for “ Drawing is the language of mechanics, and ability to use the pencil lies at the foundation of success in many mechanical pur¬ suits.” Prof. Della Vos’s school is a preparatory institution to the foundry and ma¬ chinery shop; while the tool work at the Boston grammar school was an isolated fact; no note is made of a preparatory course in construction work and in the kindergarten,4 no future in a school on the Russian system. 1 Art and Industry. Education in the Industrial and Fine Arts in the United States, by Isaac Ed¬ wards Clarke, A. M. Part 1. Drawing in the Public Schools. Other parts issuing. The title of this comprehensive work reflecting as it does the language of the original resolution by which it was called forth, evinces the ground lines upon which it has been or is being written or compiled by the gentleman who is carrying the work forward. It will be seen that in treating the subject we have spoken, from the educationist’s view, as becomes us; our object being to elucidate, so far as in us lies, the value of manual training to our public schools and not the value of industrial training to our industries. 2 P. 829. 3 Hereafter this word will be spelled as it is pronounced, Sloyd ; the umlauted vowel and j having the sound of y, being utterly foreign. 4 See page 839. It will be there observed that kindergarten instruction is not industrial or manual instruction, but ‘"another kind.” Let it be noted, however, that the above is a report to the board by a committee, and that on page 839 is the report of the State board. 828 EDUCATION REPORT, 1887-88. Our distinguishing and peculiar characteristic, if we are to believe foreign critics, is the power we have as a people of adapting existing conditions to our advancement. In no other instance would this power of utilization he exemplified better than in this, were manual training to become universally a part of the public school course. Gradually but surely there appears to be organizing out of the elements nevef or only slightly at¬ tached to the public school curriculum a course of study, too thorough and comprehen¬ sive to be called either Russian or Swedish, that may well be styled American. THE KIXDEBGABTEN AND THE “ HESSIAN SYSTEM.” In its late report on manual training the committee of the New York Board of Edu¬ cation says that it appears “that the department of education now generally known as manual training was introduced into this country by certain broad-minded practical educators, to whom its educational possibilities presented themselves as its chief claim tor adoption;” and further, speaking of manual training and the kindergarten, “Al¬ though of widely different origin and purpose, its [the kindergarten’s] close pedagogical relations to manual training, and the identity of their fundamental principles, become upon investigation at once apparent. ’ ’ Now if these two “new and fresh conceptions of true education,” as the committee calls them, are identical in “their fundamental principles,” they are merely the same thing disguised under different names, and as one of them is “of widely” different “purpose” from the other, each must have, at least may have, two purposes, one conception presumably having been originated to serve one purpose and the other the other. What these purposes are the committee unfortunately do not tell us; and yet it is important to know, so that we may understand for which purpose these fundamental principles are being urged for our rational assent. A disciple of Froebel might beg to differ with the committee. When the manual training principles are pedagogical he might think with great propriety that they are not in relation with kindergarten principles, but are kindergarten principles. “Expe¬ rience and history, too, teach,” says Froebel1, “that men truly and effectively promote human welfare much more by what they put forth from themselves than by what they may have acquired. Every one knows that those who truly teach gain steadily in knowledge and insight; similarly every one knows — for nature herself teaches this — that the use of a force enhances and intensifies the force. Again, to learn a thing in life and through doing is much more developing, cultivating, and strengthening than to learn it merely through the verbal communication of ideas. Similarly plastic material representation in life and through doing, united with thought and speech, is by far more developing and cultivating than the merely verbal representation of ideas”; and, after a few lines, he continues, “For the purpose of teaching and instruction is to bring ever more out of a man rather than to put more and more into him.”2 We are aware that philosophers, like those who would patent a device, endeavor to cover as much as possible; but that this is a fundamental — yes, the fundamental doctrine of Froebel — is distinctly claimed by his great disciple, the St. Paul of his system, the Baroness von Marenholtz-Bulow.3 “ Pestalozzi, like Froebel,” says this lady, “ insists that there should be no such thing as instructing children without giving them corres¬ ponding sense- impressions and without affording them opportunities of observation and demonstration; in short, no mere word- teaching. Here, however, Pestalozzi stops short of Froebel, who insists still further that children should learn by means of original pro¬ ductiveness. Exercise of the limbs and organs merely as such does not satisfy Froebel, who demands from the very first some result of this childish activity, and moreover a kind of activity which is never purely mechanical but which exercises the mental pow¬ ers at the same time as the bodily ones. ’ ’ But it is perfectly possible to agree with the committee when it says that “manual training,” “industrial training,” “the use and abuse of tools,” as the term was under¬ stood or misunderstood before the committee in its valuable report taught us to use 1 Education of Man (Die Mensc-henerziehung), translated and annotated by W. N. Hailmann, A. M., p. 278. 2 Mr. Herbert Spencer in his epoch making book on education, places the idea in another light; he says: “ We are none of us content with unfolding our own individualities to the full in all di¬ rections, but have a restless craving to impress our own individualities upon others, and in some way subordinate them. And this it is which determines the character of our education.” We have not attempted to note the influence which Mr. Spencer’s celebrated book has had in bringing forward the manual training idea, the connection between the ideas of the writer of the book and the advocates of the new education being indicated by the common use of the expression ‘‘preparation for complete living.” Such an attempt we feared would add rather to the complete¬ ness of our article than to whatever interest or novelty it may have. On page 443. however, under the proceedings of the Ohio teachers’ association, there are some remarks on the subject by Supt. Ellis which should be consulted. 3Hand-workand Head-work (Die Arbeit und die neue Erziehung nach Frobel’s Methode), p. 9, English edition, translated by Alice M. Christie. MANUAL TRAINING. 829 the word properly, had a different purpose, at least in its origin. Let Director Della Vos, of the Moscow school, speak for himself: “In 1868 the school council considered it indispensable, in order to secure the sym¬ metrical teaching of elementary practical work, as well as for the more convenient su¬ pervision of the pupils while practically employed, to separate entirely the school work¬ shops from the mechanical woi'ks,1 * * * admitting pupils to the latter only when they have perfectly acquired the principles of practical labor.” But this mere separation was not sufficient to accomplish the principal aim. “It was found necessary to work out * * * a method of teaching the elementary principles of mechanical art. Everybody is well aware that the successful study of any art whatever, freehand or linear drawing, music, singing, painting, etc., is only attainable when the first attempts at any of them are strictly subject to the laws of gradation and success¬ iveness, when every student adheres to a definite method or school, surmounting little by little and by certain degrees the difficulties to be encountered. All those arts which we have just named possess a method of study which has been well worked out and de¬ fined, because, since they have long constituted a part of the education of the well- instructed classes of people, they could not but become subject to scientific analysis, could not but become the objects of investigation, with a view of defining those condi¬ tions which might render the study of them as easy and regulated as possible. If we except the attempts made in France in the year 1867 * * * to form a collection of models for the practical study of the principal methods of forging and welding iron and steel as well as the chief parts of joiners’ work, and this with a purely demonstrative aim, no one, as far as we are aware, has hitherto been actively engaged in the working out of this question in its application to the study of hand labor in workshops. To the Imperial Technical School belongs the initiative in the introduction of a systematical method of teaching the arts of turning, carpentering , fitting, and forging.” The widely different purpose is clearly shown here. It is a method of teaching the arts that are said to be the foundation of all mechanical pursuits, not the method of developing what, as Froebel says, is in the child as an undeveloped individual and is not yet the property of the world. 2 As to the pedagogic value of this remarkable doctrine of Froebel, that is a matter with which we have nothing to do. Year by year the kindergarten is bettering its con¬ dition. For those advocating manual training on pedagogical grounds it would be sui¬ cidal to deny the Froebelian doctrine; and the political economy and conservative parties are only at issue with the followers of its author in asserting that he was mistaken or dreaming. The arguments advanced by the contending parties will be given here¬ after in an attempt to fix what one. side, the innovating, means by manual training, and the other thinks the innovators mean. At present we mil turn to Manual Teaining in Eueope. Manual work was introduced into the schools of Sweden in 1872 under the name oi Sloyd (meaning, it is said, manual dexterity), and in 18S2, under the name of l’enseigne- ment du travail manuel, into the schools of France. In Sweden the work is given to volunteers, meritorious scholars, out of school hours; in France it is compulsory on all. In Sweden the subject appears to be in the same condition as with us. In France, the study having been determined upon as beneficial and consequently introduced, is being carried out; the minister of public instruction having, in a circular of 1885, made pub- 1 The Office has taken the liberty of italicising in this and in several other instances words not so distinguished in the original. . 2 Some weeks after this chapter had been written we received the reports of the special commit- tees on manual training and educational statistics of New Jersey, in which Mr. Butler, president of the New York industrial Education Association, expresses views that are very similar to those expressed here. “The principle underlying the kindergarten,” he say«, “ and the manual training school is one and the same.” And again, after speaking of the early acceptation of the term manual training which meant “ exercises in the use of tools employed in working wood and iron,” he says that when the St. Louis School and afterward the Chicago School were founded the connotation of the term was broadened to include drawing. But we will particularly ask the reader's attention to the following- language, since to convey the thought put forth in it gave us more concern than all else, “ when the principle of the manual training school was attacked and criticised and it became necessary to show on what grounds it could appeal to the public funds for support it immediately became necessary to examine very crit¬ ically not alone the economic arguments which were urged in its favor, but the educational ends which it was expected to serve. It was at once claimed by its advocates that^ the manual training school was not a trade school nor ascliool for apprentices, but an educational institution. ’ So frank an admission from such an authoritv would have forestalled the preparation of much of this chapter, would have enabled us to assume things that we thought ourselves compelled to show. It is with pleasure that we find our conclusions in unison with the authority from which we have quoted not only here but in other parts of this chapter. Had manual training been introduced as mind training in the first place it is doubtful if it would now be understood to be trade training, and the change of front, an after-thought on the part of its intelligent advocates when challenged, is. no doubt, and will continue to be viewed with suspicion by many until experiment has proved such suspicions unfounded. 830 EDUCATION REPORT, 1887-88. lie complaint that the law of 1882 ordaining the work was far from being completely . and generally executed. IN FRANCE. In the remarks introducing the programme of manual studies to be followed and the manner of teaching them, the French minister of public instruction observes:1 'In determining that this instruction shall hereafter be a part of public instruction, the legislator has desired to have it understood above all that work, being at once the sup¬ port of morality and the source of national prosperity, ought in a democratic republic to be not only rehabilitated but brought into honor. “In addition, the legislator has prescribed that this instruction shall commence with primary school, recognizing that the love of work can only come through the habit of working, and that, reciprocally, the habit of work can only come by implanting the love for it. In short, from this early acquired taste should be engendered a precocious ability, an indispensable condition for future excellence and consequently a condition of economic success in foreign markets. “ It is to the teacher that the task of forming the generations which are to verity these views, not less social than patriotic, is confided; he, then, ought to be responsible to the country, and he will be placed in the rank that he merits according as he attains to the height of his mission or fails therein.” IN SWEDEN. It has been remarked above that the Boston committee on manual training dwelt upon the resemblance of Swedish and American life and thought. The following would show the propaganda of manual training to be a case in point: “As a whole,” says Director Salomon, of the Naas Normal School for Sloyd Instruc¬ tors,2 “this agitation for Sloyd instruction is divided into two different movements, which, although confused by superficial observers, in reality have nothing in common except the name. The one is of purely national-economical significance, in that it is based upon the fact that domestic industry is decreasing more and more, and sets itself the task of taking measures to teach the rural population, especially fitting Sloyd labors for home occupation, whose products may be applied either in the house itself, or may serve directly for sale. This Sloyd movement sees in the school the means for extending Sloyd skill. The universal and real claim of the school to be an educational institution for the training of its pupils must, in accordance with this movement, retire into the background before the design to give to the pupil the requisite skill to prepare certain objects destined either for sale or for domestic use. In the choice of such labors, then, the decision must be made from points of view quite other than pedagogical. It can neither be taken into consideration, nor should it be, whether the kind of labor or the method of instruction employed is of a character to influence profitably the education of the child. The objects produced become the essential part; the worker himself, on the other hand, is an incidental -part. The support of domestic industry is the solution of the problem, and the most powerful factor thereto — the school — is withdrawn from its actual, definite task, and compelled to serve purposes foreign to it. “It is wholly different with the other movement that desires to place the Sloyd in the service of the school. Manual labor arranged on pedagogical principles is, in many respects, an extremely efficient means for the education of children. It desires, there¬ fore, to introduce the Sloyd into the school, not for the furtherance of the Sloyd, but be¬ cause it believes that the school by means of this branch of study will exert an influence, in a manner more perfect and as many-sided as is possible, upon the development of its pupils. Not the products of labor, but the laborers themselves are. according to this idea, the most important part. Whether the objects produced during instruction have a higher or lower market value ; whether the children shall in the future perform the same labors or not; whether the kinds of Sloyd with which the pupil is occupied in school are the best fitted for trade and home occupation — all these and other points of view are but incidental. They are as little to be taken into consideration in the arrangement of in¬ struction as though, for instance, in the adoption of a school book its practicableness after the completion of school should be considered; or as if the blackboards, ruled writing books, and copies should be removed from the school room because the children must in the future get along without their aid. The kinds of Sloyd and their methodical ar¬ rangement are here only means and must be so regarded. They have, so far as the school is concerned, in themselves no other right save in the measure they are fitted to perform, 1 Instruction speciale sur l’enseignementdu travail manuel dans les £eoles normals d’instituteurs et les ecoles primaires, elementaires et superieures. Memoires et documents scholaires. Musee Pedag-ogique, Fas. 8. 2The Slojd in the Service of the School, translated by William H. Carpenter, ph.d. Monograph of the Industrial Association, New York City. MANUAL TRAINING. 831 the especial educational purposes to the attainment of which the school applies them; and the educational value that they have is the only standard by which to judge them. “A not unimportant part of the opposition which — perhaps less in Sweden than in other countries — has arisen against the introduction of the Sloyd into the school is. without a doubt, based upon a very explicable contusion of these two movements, so different in meaus and purpose, on the part of such teachers as stand aloof from the movement. Many a teacher, perfectly well cognizant of the difficulties met with in carrying out, even approximately, the many and weighty requirements that are the specific task of the school, perhaps mistakenly believes that Sloyd instruction will necessarily decrease the efficiency ol the school and will turn it aside into directions foreign to its educa¬ tional aims. It is not strange that he will not give his cooperation if he, with all re¬ spect for the advantages of domestic industry, still doubts whether it is right to lead the school away from its own high purpose on to foreign ground, however worthy of atten¬ tion the same may be. The opposition, or at least the impassiveness towards the ques¬ tion of Sloyd instruction, in which teachers often persist, is based accordingly to no slight degree upon a false conception of its real meaning.” IN ENGLAND. In England Sloyd is attracting great attention. On the 21st of June, 1888, a “Sloyd Association ” was organized at the residence of the Earl of Meath, in London, that noble¬ man acting as president. The objects of the association are: (1) to make Sloyd known to educators and the public generally, and to unite all those who are interested in its promotion; (2) to found a Sloyd training institute for teachers, which shall also serve as a centre where information on Sloyd work and principles can be obtained, and become the headquarters for branches throughout the country; (3) to endeavor to make Sloyd national in character by adapting the practical work to English habits and requirements, while adhering to its principles, which are equally true for all countries; (4) to establish a Sloyd register in which shall be entered the names of the teachers and schools whose Sloyd work has been inspected and approved by the association. Commenting on this movement the able journal from which the information has been taken,1 after enumerating a number of influential persons in political and educational life who have become officers, observes: “An association so able officered only requires to be well supported by the public to be a brilliant success. It is earnestly hoped that teachers of all grades will join its ranks and give it their hearty support. In order to bring the sub¬ scription within the means of all, it has been decided that the minimum annual sub¬ scription for teachei's shall be 2s. 6d.” The late Education Commission, in its report, handles the subject of manual training quite conservatively; it says: “If it should be thought that children ought to receive some instruction in manual employment other than that which the elementary schools available for their use can give, we are of opinion that the best way of meeting the need would be through the establishment of a workshop in connection with some higher in¬ stitution, which might be willing to receive into the workshop hoys of exceptional abil¬ ity, or others to whom it was considered desirable to give tbis instruction. One such central institution could do' its work cheaper and better than a number of scattered in¬ stitutions, whilst nothing could be easier than to make arrangements for attendance at this central workshop being substituted on one or two afternoons in the week for attend¬ ance at the elementary school.” IN GERMANY. The Office has no information of the progress of manual training (Erziehliche Knaben- Handarbeit) in Germany other that a resume of the proceedings of the 8th German Congress of educators interested in the subject, held during September 22nd and 23rd, 1888. An abstract of the remarks of two speakers will be given; one presenting the educational, the other the economic side of the question. Professor Gotze, of Leipzig, in speaking of ' ‘ Industrial Instruction (Arbeitsunterrickt) in the Service of general Education, ” remarked that “ industrial instruction was not given with a view to teaching a trade, but to help the child in a general way to a har¬ monious education by means of practical work. Such instruction assisted the physical development of the child; taught him to use his hands deftly and to exercise his mind. It assisted the mental life of the child to develop while supplying him with objects for contemplation, taught him to observe, and afforded him an opportunity for personal experience. It, therefore, assisted the mind in its aesthetic education bv showing what is beautiful in form, developing taste, assisting also in overcoming physically difficult hut necessag-y tasks, and finally exerting an influence in the formation of a steady and energetic will. 1 Journal of Education, London, No. 230. 832 EDUCATION REPOET, 1887-88. The economic or business view was presented by Herr von Schenckendorff, of Gor- litz, who said that during the last fifty years many important changes have taken place in the life of the people and their culture is up.on a new basis of development. All culture is accomplished through human labor. Public education must give to the next gener¬ ation the elements of the knowledge and power already won from the sphere -of work, if that knowledge and ability is to be continuously added to. Public education, it is true, gives a general preparation for manual labor by forming the intelligence; but it has as yet hit upon no plan by which an interest is evoked for the calling of a mechanic, or strength or aptitude for it developed, and yet in such work more than nine-tenths of our people are engaged. Is it astonishing, then, if to-day so little inclination exists for the mechanic trades? The child has learned to use his hand in writing and to draw a little, but not* for catching hold, not for living forms, not for producing. The eye has been taught, indeed, to see the letters of the alphabet, but the view is not opened for the things of the world. To-day the child leaving the school starts in lile with almost a dread of manual work. Thus it follows that at present in the entire circuit of the schools there is an un¬ healthy shifting of the forces in the direction of social accomplishments which must create the danger of an educated proletariat. Manual labor is looked upon as degrading, and yet by it alone is man able to support himself. Thus is originated a conflict between inclination and necessity, nourishing social discontent. We must learn to value work more according to the industry, the conscientiousness, and perseverance with which it is performed. On these general grounds, therefore, the manual labor school by the side of the literary school (Lernschule) is a necessity for our present education. Manual Training as Education. In the foregoing the present condition of manual training as a propaganda has been briefly stated, and the manual training curriculum defined. We have found the new department of study to be, as an ideal at least, a connected series of instructions from the earliest days of school life until the age, comparatively, of discretion has been reached, but that it has not been a growth in the proper sense of the word but rather an adaptation of several elements, introduced as isolated subjects of instruction and not always as ed¬ ucational. to supply inherent defects, so claimed, of our present system of elementary education. We have examined the condition of the subject in foreign lands and have found that only in France has it been thoroughly introduced, whether for purely peda¬ gogical reasons, it is difficult to say; that in Sweden parties are advocating and defend¬ ing it on lines that wonderfully resemble those drawn here; that England is canvassing the subject, and Germany holding congresses. Possessed of these facts the reader can follow the conflict of the theories of the contending parties at home, as we endeavor to find the cause of contention. THE MANUAL TRAINING ARGUMENT. The first argument is that advanced by the great Industrial Association of New York City: its elegant simplicity of style and statement can not but commend it. 1 "The argument for manual training rests upon psychology, and it is only modern psy¬ chology that has discovered and emphasized the place that man’s powers of expression occupy in the acquisition of knowledge and the development of mental capacity. Manual training is the form of instruction with which it is proposed to appeal to these powers of expression. It consists of two reciprocal parts, drawing and constructive work. The object of the training is to add to the pupil’s power of expression by verbal description, the powers of expression by delineation and by construction. Either of the latter powers is simpler and easier than the use of abstract language. It is more natural to be able to draw a sphere, or to make one out of clay or wood, than to comprehend the geometrical definition of a sphere. Yet the curriculum of the ordinary common school has no place for the former, while it devotes much time to the latter mode of expression. It will be seen that the argument thus outlined is a purely psychological or educational one, and takes no account of the social and economic benefits that are known to result from manual training. Though these benefits are great, it is obviously out of place to urge them as other than addenda to the main argument. Many persons lay the greatest stress on the social and economic benefits referred to, and thus confuse the argument for technical education with the argument for manual training in the public schools. ‘Industrial education’ is the title used to signify the education which includes manual training, but it is also often used as synonymous with technical education. The failure to dis¬ criminate between these two significations of the phrase ‘industrial education’ has caused much confusion, and almost all of the arguments that are advauced against man¬ ual training are traceable to a misconception of what manual training really means. ' Even those teachers and others who advocate manual training are not always clear as to The Argument for Manual Training. Educational Leaflet No. 1, Nov., 1SS7. MANUAL TRAINING. 833 wliat it means. They often speak of substituting manual training for mental work. This is incorrect. The substitution is of one form of mental work for another. Manual training, in the sense in which it is here used, is mental training. It is a training of the mind to accuracy of perception and truthfulness and readiness of expression. It manual training were non-mental and non-disciplinary it could have no proper place in the public-school course. The schools are not established for the purpose of teaching pupils how to make a living, but to teach them how to live. They are not to teach trades, but to educate. “The argument for manual training asserts that the power to express and use knowl¬ edge is an essential part of the process of acquiring knowledge. It claims that in the past the powers of expression have been neglected in education, and that the appeal made to them in the instruction in reading and writing is not sufficient. It points out, too, that nowhere in the present school course is any provision made for training the judgment and executive faculty, than which no mental powers are of more practical im¬ portance. The instruction in delineation and construction, which is included in manual training, appeals directly to both these faculties. “It will now be seen, it is hoped, that the argument for manual training in the com¬ mon schools is psychological and educational. It is not economic or utilitarian. ’ ’ THE CONSERVATIVE ARGUMENT. In one of the leading educational journals1 of this country one of the most distin¬ guished educational authorities has expressed views in opposition to the introduction of manual training in the public schools that have attracted considerable notice. As each argument appears unanswerable when considered separately, we will take the liberty of comparing them and endeavor to find wherein they are not in unison. Dr. Dickinson says: “Suppose, then, it is admitted by those best able to judge, that the proper function of the public school is to furnish the occasions of symmetrical human development, it still remains to determine what are the occasions of this development. “ Human development is produced by the right exercise of power. In school the oc¬ casions of this exercise are objects and subjects of thought. These, collected and rightly arranged, constitute our public school courses of study. “If, therefore, the courses of study used in the public schools are defective, the men¬ tal development produced by pursuing these courses will be defective also. In criticis¬ ing the school, then, we must first turn our attention to defects in the products, and second to the defects in our school exercises that have occasioned the defective products. In criticising results it is said that the children pass out of their classes in school into active life without being prepared for anything. They may have some information, but they seem to have very little actual knowledge. They may be able to understand what is explained to them, "but they have neither the ability nor the inclination to produce anything by their own independent activity. They may have some power of thinking, but they cannot realize their thoughts in any product outside their own minds. Their capacities have been trained, but their faculties have been neglected. “These statements are made by those who, dwelling upon the products of their im¬ aginations, neglect to observe for facts. Nevertheless the criticism has some foundation and directs our attention especially to one defect charged against the schools. This de¬ fect consists in a failure to train the children to an independent use of their powers. It is proposed to supply the deficiency by introducing into the school exercises a training in the use of mechanical tools. This is to be done not for the sake of the manual dex¬ terity that may result, but for the general development of active power that may be produced. For no other reason than this can the practice with mechanical tools find a legitimate place in the public schools. “Admitting that the defects in our present school work actually exist, it does not fol¬ low that they are due to defective courses of study nor that they may be removed by adding the operations of the workshop to the list. Both these things are assumed, but neither of them has yet been proved to be true. * ‘ Mere manual dexterity acquired without reference to invention or construction is the product of imitation. To produce it requires a simple practice in imitating a few me¬ chanical motions made as examples to be imitated. After a sufficient number of repe¬ titions the states of mind which are the causes of the movements of the body are hardly the objects of consciousness at uLl, and the individual moves on under the influence of the mechanical principle of action. Great manual skill is often found with those whose general intelligence is of a low order. If this is true, it follows there is no necessary connection between the two. 53 ED Education, June, 18S7. 834 EDUCATION REPORT, 1887-88. “By long-continued imitation men seem to become very much like the machines they use. In our experiences I am sure we have all found instances of this kind. Such per¬ sons become skilled in imitating, but at the same time they may be wanting in inde¬ pendent and progressive power. They may be wanting in that general intelligence which is necessary for the regulation of their private conduct as individuals or of their public acts as members of a self-governed state. * -x- -x- * * * “It does not appear that mechanical dexterity holds any necessary relation to general intelligence or to virtue. ‘ ‘ To cultivate it in the schools must distract the mind from its legitimate disciplinary work and lead it to pursue other and inferior ends. The president of a western indus¬ trial institution recently read a paper before a convention of public school teachers which contains the following statement: ‘ I have not been able to discern such valuable results from hand culture as my friends seem to find. I do not find that the exact construction of a box leads to the exact construction of an English sentence. But mechanical stu¬ dents need as much drill as any others. I have not found that students in mechanical courses are specially good in their mathematical work. On the contrary, I do find that the best workers in wood and metal are they who have clear thoughts and can express them clearly, and who have mathematical ability. ’ ’ ’ If it be considered that the advocates of manual training desire to introduce it not for the general development of mental power, but for the ‘ ‘ mere manual dexterity ’ ’ that may result, Dr. Dickinson certainly repays the compliments that those he opposes have been paying the public school system as to the .mechanical manner in which the pupil there performs his tasks. The experience of the president of an institution in the West, though convincing as to the necessity of mental training, would seem to ignore that manual training is not to supersede, but, as it is claimed, to supplement it. But what is the specific difference between these arguments so far as the latter has been given? On one side a defect is charged, and a remedy— “ construction and deline¬ ation ” — offered. On the other, construction, under the title of mechanical dexterity, is flatly denied as a remedy for the imputed defect and delineation, under the title of draw¬ ing, admitted in the following terms: “Drawing,” Dr. Dickinson continues, “has an important educational value, and should be introduced into every public school in the land. It implies a careful and pro¬ longed observation of things to be described. It presents occasions for the free exercise of judgment, imagination, and iuvention. ’ ’ Nor is there apparently any material differ¬ ence between the educator and the association as to the result to be obtained by education. In concluding his article Dr. Dickinson uses the following forcible language: ‘ ‘ My friends, if we desire to construct such a system of public instruction for the youth of the country as will best prepare them to discharge with efficiency and fidelity the duties of private and public life, let us make ample provision for the complete train¬ ing of the powers of observation, for an accurate knowledge of facts, of analysis and comparison, for a knowledge of the relations of things, of generalization and reasoning, for a knowledge of those general truths from which the rules of conduct should be de¬ rived, and, above these things, for that training which leads to an all-controlling love for the truth ; and the youth will take their places in life elevated above the narrowing effects of any trade, occupation, or profession, and ready to enter upon any service to which they may be called.” The association says with emphatic brevity that manual training is a training of the mind to accuracy of perception and truthfulness and readi¬ ness of expression. The schools are not established for the purpose of teaching pupils how to make a living, but to teach them how to live. Construction or mechanical dexterity, as eith er side may prefer to call it, is then the main point of difference. Now, what defect is it intended to remedy? “Nowhere in the present school course, ’ ’ says the association, ‘ ‘ is any provision made for training the judgment and executive faculty than which no mental powers are of more practical im¬ portance. ” “ What changes do we need? ’ ’ says Dr. Dickinson. ‘ ‘ If the defect is found in a failure to cultivate practical power, then the change we need is not so much in the course of studies as in the method employed in presenting these courses to the learner’s mind. If the children graduate from the schools without the ability to do any inde¬ pendent work, it is because their school exercises did not permit nor require them to do independent work in mastering their lessons. The great reform we need will be intro¬ duced by turning the learner’s mind from words to things; I do not mean physical things only, but all things which may be made objects of thought. * * * The pupil may become an original investigator by being trained to handle the objects of his investigation. This training leads to self-control and prepares one to take up the work of life with every prospect of success. ’ ’ In this there exists substantial agreement, although Dr. Dickinson speaks rather hypothetically as to the reality of a defect; in¬ deed, the last argument is the more reasoned. MANUAL TRAINING. 835 But what kind of investigation? And here it is that the difference appears. Having first recalled to the reader’s attention that tool instruction is said to he demanded hy the advocates of manual training, we will quote once more and finally from Dr. Dickinson: “ If the children in our elementary schools could bo trained to study in a philosophic cal way the elements of the sciences, they would not only prepare themselves for tho future pursuit of tho sciences themselves, hut at the same time they would be put to those exercises that are best adapted to train the mind to a skillul use of the hand and eye.” PHILOSOPHICAL APPARATUS AND SCIENTIFIC KNOWLEDGE OPPOSED TO TOOLS AND CAPACITIES FOR USEFUL ACTION. Philosophical apparatus is thus decidedly preferred to tools, as merely requiring a change in the manner of teaching a subject that has already been introduced into aca¬ demic and perhaps, in some instances, into lower grades of the schools and is now acknowl¬ edged to be in harmony with their object. This suggestion is supported by the remarks of a writer in a journal1 of the highest standing which we quote: “The pleas for manual training as an educational measure are many, and as the meth¬ ods employed in instruction must necessarily depend upon the end expected it may not be amiss to examine at least the leading theories. “Such a critique, nevertheless, based upon the campaign of words, if we may so call them, of the different advocates, in the absence of a full exposition of their views, must be made rather in the form of suggestion than otherwise. Thus the first encountered is that of the development of perceptions. One would assume a psychological basis if the age of the pupil corresponded with the programme in view; but in the present applica¬ tion perceptions means sharpness of the sensorium, the first stage of mental growth in the child, generally expected to have been accomplished in the kindergarten; afterward, object teaching in the elements of natural sciences, aided by collections, etc., would do quite as well, and, moreover, would produce as a beneficial result certain general knowl¬ edge not attainable from the simple manipulation of tools.” It will be observed that “general knowledge” is here balanced with “simple manipulation” to the advantage of the former. Comparing these suggestions with the statements made by Lord Armstrong, the head of the Elswick Company, which employs 13,000 men and boys, but better known to the American public as Sir William Armstrong, of rifled cannon fame, considerable differ¬ ence of opinion in this matter is shown. Lord Armstrong, consulting his experience, prefers capacities for useful action to the possession of mere knowledge. In an article entitled “ The Cry for Useless Education,”2 a reply to a criticism3 by Sir Lyon Playfair, president of the British Association for the Advancement of Science, on Lord Armstrong’s article, “The vague Cry for Technical Education,”4 this distinguished engineer observes: “A man’s success in life depends incomparably more upon his capaci¬ ties for useful action than upon his acquirements in knowledge, and the education of the young should therefore be directed to the development of faculties and valuable quali¬ ties rather than to the acquisition of knowledge. * * * I can affirm with confidence that had I acted upon the principle of choosing men for their knowledge rather than their ability, I should have been surrounded by an incomparably less efficient staff than that which now governs the Elswick Works.” It is necessary to ascertain what Lord Armstrong means by knowledge and “capaci¬ ties for useful action.” To give this we will quote from “The vague Cry for Technical Education,” an article that caused Sir Lyon Playfair to wonder why the author was not a member of the “Technical Association ” df England: “ In expressing my own views on popular education I must address myself in the first place to the present system of primary or elementary education, which is now very generally considered to be ill-adapted as a preparation for the business of life. That system has in my opinion the radical defect of aiming at instruction in knowledge rather than the training of the faculties. * * * Not only should the mind be trained in habits of thought, and in quickness and accuracy of perception, but the hand, the eye, and the ear should all participate in training exercises calculated to make those organs more available as instruments of the mind. * * * Except in teaching the art of writing no attempt is at present made to educate the hand. The addition of drawing would be a step in the right direction, and would afford a useful accomplishment, but would not supply all that is needed for giving dexterity to the hand. Appropriate ex¬ ercises ought to be devised for cultivating its mobility, precision, and delicacy of touch; and if, in so doing, the ability to use simple tools were acquired it would he advanta- 1 Popular Science Monthly, July, 1S8S ; Manual 3 Nineteenth Century, September, 18S8. or Industrial Training, by Prof. G. vonTaube. ^Nineteenth Century, June, 1SSS. 2 Nineteenth Century, November, 1888. 836 EDUCATION REPOET, 1887-88. geous in any line of life that might be ultimately adopted. Every man and woman would be the better for pre-acquired manual dexterity, but to attempt to teach children special trades and processes of manufacture would, I conceive, be a mistake.” We can now return to the “ Cry for Useless Knowledge,” and quote some important lines without fear that they will be misunderstood. “Sir Lyon Playfair declares him¬ self an advocate of including within the scope of technical education the teaching of specific trades and industries. I, on the contrary, say that workshops and factories or other places where actual business is carried on are the proper schools for the learning of such trades and industries. Here at once we stand face to face in diametrical oppo¬ sition. Nor is our agreement more apparent in his definition of the object of technical education, which, he says, is ‘to give an intelligent knowledge of the sciences and arts which lie at the basis of all industries. ’ ” . It would certainly appear from the foregoing that Lord Armstrong, though no be¬ liever in teaching trades, is strongly in favor of manual training as that term is used here, and that if Sir Lyon Playfair, an enthusiastic advocate of technical training, courted his alliance as one “cool of judgment, unaffected by enthusiasm or emotion,” his ex¬ pression in favor of manual training should be of considerable weight. But it is not our purpose to discuss the respective merits of the two systems for accomplishing the double object of educating the “executive faculty ” and giving “ dexterity to the hand.” As¬ suming that a “philosophical ” study of the sciences, together with the manipulation of scientific apparatus, is equally adequate to accomplish this twofold endy as the advocates of the other system claim that tool and “ construction” work are, it would appear that the matter is merely a question of utility — would the ability, capacity, as Lord Arm¬ strong calls it, of making a delicate scientific experiment be of more use in every day life of the great majority than the ability to make a table? From considering transatlantic opinions let us turn to the consideration of a transcon¬ tinental one. The paper from which we shall quote bears the title, “Sense Training and Hand Training in the Public Schools,”1 by Professor Le Conte, of the State Univer¬ sity of California, in which he has the chair of geology and natural history. Psychical life, he said, is made up of three departments — the senses, the intellect, and the will; that is, observing, thinking, and doing. Development is only possible through the cooperation of these. In natural education the three are coordinate, but they are not coordinate in the artificial education of the school-room, for that is at best but read¬ ing, thinking, expressing. By construing passages, solving problems, and writing exer¬ cises, good hard work may be obtained, for language, mathematics, logic, and philoso¬ phy are admirably adapted to book methods. But book work in science is a sham; of all school studies it is the most trifling. Science must be taught by new methods. Observing and doing must cooperate with thinking. There are three great departments expressly adapted tor this cooperation — natural history, drawing, and hand work. ‘ ‘ Hand work, [we regret that our object permits us to give the line of argument on this head only] does not mean trade work,” industrial work, as this Office is calling it. “There is a kind of perversity in the average mind on the subject of education. If there be any chance for a wrong point of view it is sure to be taken. This subject, un¬ der the title of ‘manual training,’ has been much discussed of late, but mostly by both friends and foes under a misconception of its true function. It is urged by the people and by many educators because of its supposed practical utility, because it prepares for life in a special way, because it is an apprenticeship to trades. * * * Why should our schools prepare for one pursuit more than another ? Why trades more than profes¬ sions and shop-keeping ? By all means let there be trade schools, technical schools, spe¬ cial schools of many kinds if it be deemed necessary, but let not these be connected with our public school system. * * * Hand work, if introduced at all, should be not for making carpenters or blacksmiths, but to train the brain by cooperation of hand and eye.” There are many other matters in the several essays quoted from that are exceed¬ ingly worthy of our attention, but space is wanting. It is desirable to fix the conno¬ tation of the term manual training as a theory of education ; if in the endeavor to do this other points have been brought out, they are incidental. In stating the high claims of instruction in science as practically set forth in Tyndall’s “Lessons in Electricity,”2 and Huxley’s “Practical Biology,” Prof, von Taube’s article has been quoted from. It is not to be assumed, however, that his attitude is one of hostility towards manual training. “We are far from condemning the instruction, and from making a crusade 1 Read before the State Teachers’ Association of California, December, 18S7. - “ Last Christmas it fell to my lot,” says Prof. Tyndall in his paper, “ to give one of these courses [at the Royal Institution], Iliad heard doubt expressed as to the value of science teaching in schools, and I had heard objections urged on the score of the expensiveness of apparatus. Both doubts and objections would, i considered, be most practically met by showing what could be done in the way of discipline and instruction, by experimental lessons involving the use of apparatus so simple and inexpensive as to be within everybody’s reach.” MANUAL TRAINING. 337 against the selection of branches even,” he says. “ Having visited educational institu¬ tions in many countries, the writer considers the American system superior to the others, and as most assuredly answering well the purpose intended. The only question is, whether that purpose is desirable?” To the general objection that ‘‘the State has no right to prescribe the future occupation of the growing generation.” he would reply by saying, “ Has the State the right to educate for no special occupation, although such is unavoidable in actual life?” In short the professor's article is rather an examination of the present condition of educational affairs than an argument for or against manual, or perhaps, as we should say, industrial training. THE NECESSITY OF MANUAL TEAINING TO THE CITY BOY. There is another point of view from which this subject of manual training may be considered, and as it will aid in fixing the difference between manual training and industrial or trade training, the indulgence of the reader is asked while a quotation is given from General Francis A. Walker's paper on “Manual Education in Urban Com¬ munities.”1 Those who have remarked that our great men have spent their early years on a farm, and who believe in manual training may perhaps, in this, find a reason for their greatness. “In the country the boy finds a hundred opportunities, alike at work and at play, for acquiring much of that which can only be given to the city boy by way of formal instruction. Whether in his daily stint of labor upon the farm, about the house, the barn, the sheds, or in his sports or rambles upon the village green, over the field, through the woods — the country boy has incessant occasion to use his hands and his eyes; to observe, to plan, to do.” The writer then speaks of the benefit of systematic instruction and continues thus: “Yet in spite of the deficiencies which remain, after almost any amount of spontane¬ ous practice at work or play, or practice under direction from those who are masters neither of the special arts involved nor of the general art of teaching, what the country boy enjoys in the way of training hand and eye to be true servants of the mind ; what he enjoys in the way of opportunities and incentives for making the mind itself the real master of life, through a well-round and harmonious development of all the powers, through the creation of the spirit of self-reliance, through the exercise given to the con¬ structive and executive faculty, is almost infinitely greater than that which falls to the lot of the unhappy city boy of to-day. Out of school what has the latter to do with himself, his time, or the energy given to him, as we are wont to say, for some good purpose, though it would puzzle the most devout and the most ingenious to tell for what purpose energy should have been given to a boy condemned to live in a modem city?” In this effort to fix the meaning of the term manual training as a theory of education one argument — the industrial — has not been examined, and for obvious reasons; it is not an educational argument, but a matter of political economy; not an argument for de¬ velopment of the intellect of the individual, but for rendering him a proper member of a wage-earning community. An examination of this kind would inevitably open up the question, “What shall the public schools teach? ” an examination that has no place here. The argument, however, will be noticed under industrial instruction, which forms the second topic treated in the chapter. MANUAL TEAINING NOT TO SUPEESEDE BUT TO SUPPLEMENT. If, as Professor Huxley says, the present work of the schools is too bookish; if Lord Armstrong is perfectly correct in asserting that the present system of elementary educa¬ tion has the radical defect of aiming at instruction in knowledge only ; if the defect is found in a failure to cultivate practical power, as Secretary Dickinson hesitates to admit and the New York Industrial Association unhesitatingly asserts, then it is a mere truism to say a remedy is needed. The advocates of manual training urge its claims on educa¬ tional grounds. These grounds we have found are not urged in hostility to the object of the public schools, but rather with the view of assisting them to attain it ; in brief the principal difference lies in the manner and means of attaining a desirable end rather than in a difference of aim. These means and this manner will, therefore, receive attention in the following section, in which, since this agitation is European as well as American, we will not scruple to introduce the curricula of foreign nations, or to be liberal in quo¬ tation. Before turning to this inquiry, however, the remark may be ventured that in all coun¬ tries there appears to be not a little danger that the great advantage that concrete ideas have, in the matter of public comprehension, over abstract ones may give this propaganda the appearance of a socialistic agitation and that at home the advocates of manual train¬ ing in putting such stress on carpenter’s toolwork may be placed in the position of ad¬ vocating undesirable means rather than a very desirable end. 1 Proceeding of tlie National Educational Association at Chicago, 1S37, p. 196. 838 EDUCATION EEPOET, 1887-88. II.— MANUAL TRAINING STUDIES AND CUEEICULA. In taking up the study that we have placed first in this presentation of the several elements of the manual training course, we beg to digress so far from the direct treat¬ ment of our topic as to explain the methods we have followed. We fear that by many it will be expected of us that we write an infallible scheme for establishing, fitting up, and carrying on a manual training school or course, like complete manuals are being constantly written for “learning to speak, read, and write ” a foreign language. Noth¬ ing could be more fallacious than such expectation, particularly in regard to the unde¬ veloped subject of manual training. All we can do is to illustrate each study or period of the manual training course by a programme that is in actual operation. It must be remembered that our volume is a year book, not an encyclopaedia of education, and that it deals primarily with the events of a twelvemonth, and not with the application of the principles of a noble and highly complex science. Drawing, In the preceding section manual training as a theory has been examined; it is now time to examine the means with which it proposes to accomplish its object. Of these drawing stands in the very front rank, not only by reason of its intrinsic value and the appreciation that the public, having grown warm to it, accords, but from the continuity with which as a study it is pursued from first to last. The object of manual training is to add the powers of expression ly delineation and by construction to the pupil’s power of expression by verbal description, says the New York Association. “For long years,” says M. Louise Field,1 “the public stood with its finger upon the pulse of this alleged intruder, fearful lest it bring disease and disorder; it has now passed the quarantine stage; it is found to be not only safe, but salutary; no longer an alien, it is fast becoming an ally; once a question of ‘ to be or not to be, ’ it is now largely a question of ‘ how to be at its best. ’ * * * Under the study of a language we may include the thought or the form of its expression, or both. This is no less true of draw¬ ing. It is with reference to that which is expressed, rather than the expression, so far as they can be separated, of which I wish more particularly to speak. “Drawing being essentially the ‘language of form,’ has in its widest sense the whole visible world as its world. * * * We may recognize the facts of some complicated cathedral; we must recognize those of the cube; we are at liberty to enjoy the most pleasant pictures, but not at liberty to neglect the perspective of a simple prism; noth¬ ing excludes us from a knowledge of the most complex ornament; we include among the necessaries a knowledge and practice of the elementary principles of decorative de¬ sign. “As regards drawing in the normal school I shall assume we are agreed that a part if not the whole duty of its special teacher lies in the selection of these essential features of a common school course, and their, presentation, according to the best methods, first by the teacher, second by the pupils in practice teaching, involving, as this must, the educational and practical philosophy underlying the same. ******* “The advantage of this I hold to be be two-fold: First, it is personally educative, be¬ getting that habit of mind which sees nothing as an isolated fact, but as a part of a whole and which ever reaches out through the variety of truths, up to the unity of truth. Second, it is professionally economic. * * * The cone, whose appearance I indicate before recess, becomes the mountain peak of the later morning; and it is that of which I find the solid contents in the afternoon.” Should it be objected that the latter part of the foregoing quotation refers to the train¬ ing of teachers only, the reader is referred to the testimony of the secretary of the Massa¬ chusetts board of education, given on page 834, as to the value of the instruction. As to drawing as a “power of expression by delineation,” an extract from a paper read before the National Teachers’ Association in 1882, by Professor Woodward, of St. Louis, will illustrate what is meant: “I desire, for a moment, to direct your attention to the arts of expression. Next in rank to the ability to think deeply and clearly is the power of giving clear and full ex¬ pression to our thoughts. This last can be done in various ways. As this brings me squarely upon a subject I wish to impress strongly upon you, I will illustrate it by a somewhat elaborate example: ‘ 1 A gentleman recently called upon me for my opinion concerning a certain automatic brake for freight cars. The device was new to me, but it lay pretty clearly defined in the mind of my visitor. It was not original with him, but for the purposes of my illus- 1 Drawing in tlie Normal Schools. Proceedings of National Educational Association, Chicago, Ill., 1887. MANUAL TRAINING. 839 tration it might have beeu. Before I could pass judgment the device must lie clearly in my mind, perhaps more clearly than it did in his; so he set out to express his thought. He was what we call well educated, being a graduate of tho oldest university in the land, and was well versed in tho conventionalities of spoken and written languages. Ac¬ cordingly, he proceeded to utter a succession of sounds. His lips opened and shut with groat rapidity, and without intermission a series of sounds fell upon my ears. The sounds I heard were quite familiar to me, as I had been listening to them in one order and an¬ other for over forty years, and as they had always been associated in my mind with cer¬ tain concrete things, and the relations of such things to each other, certain thoughts about those things began to take shape in my mind. “Of course, the sounds I heard had not the smallest likeness to the things called up by them in my mind. * * * The ideas aroused in my mind were confused and frag¬ mentary, and altogether unsatisfactory. Had my friend resorted to writing a descrip¬ tion of the invention, in either English, French, German, Latin, or Greek, using in every case a set of purely conventional symbols (to represent the other set of conventional sounds), which we had both spent years in getting some knowledge of, he would have succeeded little better. Whether speaking or writing, much of his thought he could not clothe in words. He therefore abandoned the wholly conventional, or verbal, art of ex¬ pression and turned to the pictorial. “But here he soon confessed that his education was deficient. He had never studied the art of representing objects having three dimensions on a surface having but two, and hence he was ignorant of the methods he ought to adopt to express by drawings the ob¬ jects he was thinking of.” In the quotation from Lord Armstrong^ article (p. 835) it has been seen that he advo¬ cates drawing as training for the hand, and in his address on “Manual Education inVUr- ban Communities ” the president of the Massachusetts Institute of Technology agrees “with Dr. Eunkle that drawing in the public schools, not directed upon work in the mechanic arts, is not one-half of what it would be as an educational force had it a defi¬ nite object.” “ I look with confidence, ” he continues, “to see this most interesting and promising study receive a new inspiration wherever the use of tools is introduced into the schools.” It is not necessary to give a programme of a drawing course; the educational public is quite familiar with the subject, and we have only attempted to show its share in “manual training,” of which it forms so important a part. The Kindeegabteh. Whether the kindergarten, like the public school system, the normal school, the school for the blind, drawing, manual training, and an American of educational genius, first appeared upon the soil of Massachusetts, we do not know,1 but it is not until the report of 1882 of the board of education of that remarkable State that the kindergarten is brought into company, though not associated with manual (or industrial) training. The board says, in discussing the subject of industrial education: “The intense eagerness of the American people to make capital and labor produce the greatest results and the greatest amount of good to the public, will doubtless ere long compel a fuller investi¬ gation and discussion of technical education. Its very importance and the complica¬ tions that may arise in attempting to engraft upon our own peculiar institutions sys¬ tems that have grown up in other countries and under circumstances widely different from our own,2 alike forbid that the subject should be thrust aside without a careful and unprejudiced investigation, or that hasty and inconsiderate attempts should be made to incorporate it into our system of common schools. * * * “ Another kind3 of educational work of rising importance is the peculiar system of ele¬ mentary training known as the kindergarten — a system which aims by simple and nat¬ ural methods to lead the child-mind to form habits of observation, of self-activity, and self-development, and thus to become under judicious training a self-educator. The principles of this system seem to be founded upon a knowledge of child nature as learned by wise and observing teachers and mothers. The great important of our primary schools, the only grade of schools of whose advantages all our children partake, and the general feeling among educators that there is now in these schools too much drudgery, considerable waste of time and effort, and not sufficient attention given to imbuing the 1From Boone’s Education in the United States (N. Y.. 1889) we learn in time to replace a former note that the first kindergarten was opened at Watertown, Wis., by Mrs. Carl Scliurz, in 1855. Having been made acquainted with the idea by this lady, Mss Peabody opened a school in Boston, in I860. In 1867 the school committee of Boston was petitioned by Miss Peabody, Mrs. Bussell, and Mrs. Hemenway and others in the matter of kindergarten instruction. 2It will be noticed that in their report the members of the special committee on manual training of the board bear upon the similarity of American and Swedish life (p. 827). 3 These words are not italicised in the original. 840 EDUCATION REPORT, 1887*88. child -with a fondness for learning, should move ns to welcome any light upon the sub¬ ject that may appear within the sphere of our observation.” This was in 1882, three years after the school committee of Boston had decided to close the kindergarten established in 1870 in connection with the public school for the following reasons: “ It is not denied the school proved a decided success. * * * As the experiment had succeeded, the logical and consistent course would seem to be to establish a suf¬ ficient number of such schools to accommodate all children of the kindergarten age ; but the expense of such an undertaking * * * seemed to the board too great to assume without a more general and pronounced demand on the part of the public.” At St. Louis, which with Boston, San Francisco, Philadelphia, and New York City have been the great centres of kindergarten work, a kindergarten school was established in connection with the public schools in 1873. Its value for “industrial preparation” was recognized as a “sufficient justification for its introduction into our school system,” in 1879, by the superintendent of St. Louis, who continues: “There is much else which is common to the instruction in the school subsequently and occupies the same ground; * * * there is a cultivation of the imagination and of the inventive power which pos¬ sesses great significance for the future intellectual growth. The habits of regularity, punctuality, silence, obedience to established rules, self-control, are taught to as great degree as it is desirable for pupils of this age, but not by any means so perfectly as the ordinary well-conducted primary school.” To these brief historical notes it is only necessary to add that the great objection to kindergarten training has been that it failed to inculcate those habits of attention and self-control which are deemed necessary in the primary school to promote order and progress. As far as the Office can find, the effort of the advocates of the kindergarten seem to have been directed towards convincing the public that their methods are better adapted than the usual methods of the primary school, to prepare the pupil for the usual school work. They do not appear to be so desirous of bringing into notice its value as manual training. In the report of the committee on course of study and school-books of the board of education of New York City the connection of manual and kindergarten training is plainly put. The committee says: ‘ 1 The question of what shall be done for all pupils, boys and girls, is the most im¬ portant one involved in the consideration of manual training as a part of common-school instruction. It has received the attention of many of our most eminent educators, and the practical results of their careful study and experience are substantially embodied in this report. “ ‘ The general features of the plan may be readily understood. Many years ago the kindergarten of Froebel was introduced into this country. Like manual training, it is one of those new and fresh conceptions of true education which must, from time to time, continue to arise with the advance of our knowledge of those scientific principles which underlie all education. * * * Although of widely different origin and purpose, its close pedagogical relations to manual training, and the identity of their fundamental principles become, upon investigation, at once apparent. It is now seen that neither the kindergarten nor manual training has yet reached its full and proper extension and devel¬ opment, and that the wide gap at present existing between the kindergarten and the high school (Manual Training Department of the N. Y. City College?) maybe readily filled by extending the methods of the one upward through the primary school and the method of the other downward through the several grades of the grammar school. This will be a safe and proper application of that fundamental principle which should underlie and unify the whole course, namely, the development of certain faculties and aptitudes by the cultivation of the sense perceptions, to insure correct conceptions of form, and to test and manifest their accuracy by embodiment in material.” feoebel’s definition of education and iqs “'gifts.” The most trustworthy expounder of a doctrine is the man that originated it, and if his doctrine be commented upon by a disciple of learning and ability, it may be used as though a matter of to-day. Such a doctrine and commentator has recently been given to our educational public in the translation of FroebeFs Education of Man by Superin¬ tendent Hailmann, of La Porte. Ind. In this work education is said to consist “in leading man, as a thinking, intelligent being, growing into self-consciousness, to a pure and unsullied, conscious, and free rep¬ resentation of the inner law of divine unity, and in teaching him ways and means thereto.” Some pages on the author says, “The educator, the teacher, should make the individual and particular general, the general particular and individual, and eluci¬ date both in life; he should make the external internal and the internal external, and indicate the necessary unity of both; he should consider the finite in the light of the in- MANUAL TRAINING. 841 finite and the infinite in the light of the finite, and harmonize both in life; he should see and perceive the divine essence in whatever is human, trace the nature of man to God, and seek to exhibit both within one another in life.” These, of course, are dictums, generalizations of a meditating mind, but it is perfectly evident that the education that Froebel has in mind is more intended to develop the human soul than ability to strug¬ gle for existence. f The kindergarten uses two material means of instruction called respectively gifts and occupations. The gifts are divided into (1) Bodies — balls, cylinder, divisible cubes of several kinds to be taken up progressively; (2) Surfaces — squares and triangles; (3) Lines — straight and circular; (4) Points — seeds, pebbles, etc.; C5) Reconstruction — the construction of lines with points and so on back. The occupations are (1) Solids — plastic clay, card-board work, wood-carving, etc. ; (2) Surfaces — paper folding, paper cutting, parquetry, painting, etc.; (3) Lines — interlacing, intertwining, weaving, thread games, embroidery, drawing, etc.; (4) Points — stringing beads, buttons, etc., perforat¬ ing, etc. “ The gift gives the child a new cosmos,” says Mr. Hailmann; “the occu¬ pation fixes the impression made by the gift. The gift invites only arranging activi¬ ties; the occupation invites also controlling, modifying, transforming, creating activi¬ ties. The gift leads to discovery; the occupation to invention. The gift gives insight; the occupation power.” This brings us to CONSTEUCTION WOEK (iN PAPEE AND CLAY). This is the new term used to denote the instruction advocated by the New York com- .mittee to fill the gap between the kindergarten and the manual training school, in the primary and lower grades. DE. ADLEE’S “CEEATIVE METHOD.” About 1880 the Society for Ethical Culture of New York inaugurated what Dr. Adler in an article in the Princeton Review1 calls “A New Experiment in Education.” “With the initiation of the enterprise,” says that writer, “the heart had quite as much to do as the head. Those who entered upon it were inspired by the hope of con¬ tributing in some degree to the relief of the masses, and were impressed with the belief that an improved educational system is the most efficacious means to this end, indeed, the only measure that promises to pluck up the poisonous weed of pauperism at the root.” What are the means that this new experiment would use to enable it to be efficacious where old ones had signally failed ? “What Froebel began in the kindergarten,”' says the doctor, ‘ ‘ is here carried out on a higher plane and with much greater minuteness of detail. 7 7 The fundamental geometrical conceptions are made clear ; drawing and ‘ ‘ tech¬ nical” work are intimately connected; elementary facts of mechanics are inculcated by constructing mechanisms, of physics by constructing, as far as possible, scientific apparatus. The author would call this the creative method. He does not like the am¬ biguity of 4 4 industrial education ’ 7 and makes some exceedingly caustic remarks on that party which seeks to make the mass of mankind more machine-like than they already are. CONSTEUCTION WOEK AN EXTENSION OF THE KINDEEGAETEN. The Office is not prepared to say that this was the effort that guided the New York com¬ mittee.2 * * * * It will be observed that it, too, would extend the kindergarten principles up- 1 March, 1883, number. 2In his work, “ The Manual Training School,” Prof. Woodward, of the St. Louis Manual Training School, quotes from an essay read by him before the St. Louis Social Science Association in 1878, in which he said: “The manual education which begins in the kindergarten should never cease. Just how we shall supply the missing links in the chain which joins the kindergarten with the fully equipped shops of the polytechnic schools we cannot with certainty suggest. The problem is an open one, and thousands of earnest and intelligent educators are devoting themselves to its solu¬ tion.” In 1882 Mr. Charles G. Leland, of the Philadelphia School of Industrial Art, was more defi¬ nite in his line. In Circular No. 4, 1882, of this Office he says : “ Of late years it has been definitely ascertained that very little children in the kindergarten organized on the plan of Froebel are capa¬ ble of developing much more artistic ability than has been supposed ; and this, far from straining the mind, strengthens it. If a child can learn to sew, read, sing, draw, and model in the kindergar¬ ten, it can surely pursue higher branches, both literary and manual, in higher schools. * * * It is a remarkable law of nature or of humanity that all the minor arts, or such branches of industry as are allied to ornament, are very easy, and can generally be so far mastered in a day by anybody who can draw as to enable the pupil to produce a perfectly encouraging result. But industrial art, to be taught in schools, need not and should not be limited to ornamental work. This is to be at first followed simply because it islhe only work easy enough for children and girls. Carpenter’s work, or joinery, in its rudiments, or in fact any branch of practical industry, may be taken up as soon as the pupil is fitted for it. Industrial art in schools covers the ground or fills the time inter¬ vening between the kindergarten and the industrial school, but it blends with and includes the lat¬ ter. It is characteristic in this, that the system, as I conceive it, is capable of being introduced into every public or private school in the country or into any institution where there is a preceptor who has some knowledge of drawing, with sense enough to apply it according to certain elementary hand books of art.” 842 EDUCATION REPORT, 1887-88. ward, but would do it in the following way : ‘ ‘ Construction work should consist of work in paper, pasteboard, and other suitable material for boys and girls,” and these and clay modelling are the material used. In the first years of the course clay is used in forming geometric solids and forms based upon these as types. Stick laying, a term used to des¬ ignate the formation of triangles and other geometrical forms; paper folding (paper cut after folding to make simple designs) ; and tablet laying (cutting forms to represent the surfaces made in clay) are, with drawing, which is used to represent the objects formed the work of the beginner. From these simple manipulations the pupil advances into more complex forms, always drawing what he makes, or making what he draws. It is understood that in some instances clay or putty is used for work in geography. No in¬ formation is yet at hand that clay is used in teaching physiology, as it is in the Perkins Institution for the Blind. The implements used in this work are the fingers, a pair of scissors, and a paste-brush. Carving is also a Froebelian occupation. This, however, is not always included in the manual training course. It forms a part of the course in hand-craft of the Moline, Ill., public schools, where it is introduced in the 4th year. An unburnt brick is the material operated on, and the tool but a dull knife, and not until the 7th year is the pupil put on wood. It should be said that Moline has no carpentry -tool work. In an essay published by this Office1 Mr. Leland remarks of wood-carving: “I consider that, as a general rule, the three branches of design, embroidery, and mod¬ elling are the best to introduce into an ordinary school. Yet in some places wood¬ carving may be preferred by pupils or parents to modelling, as I have known it to be the case in England; or it may in time be added to the three branches already described.. For wood carving a very strong common table and about two dollars’ worth of good tools and fifty cents’ worth of wood to each pupil may be called an outfit. The steps in wood carving from mere drawing to cutting are very gradual. It is to be desired that children in schools should be confined to - flat cutting,’ which is easy and profit¬ able, and not be led at once, as they are in many schools, to ambitious and difficult sculpture ‘ in the round.’ ” The course of the Moline public school will well illustrate construction in paper and clay, and wood-carving. COURSE IN HAND-CRAFT FOE THE GEADES BELOW THE HIGH SCHOOL, MOLINE, ILL. “ Object. — 1. To teach the pupil another language (drawing and making), by means of which he may be led to appreciate thought in and to interpret and express thought through form. 2. To develop the aesthetic nature of the pupil, and thereby to increase his capacity for enjoyment through an appreciation of the beautiful in art and nature. 3. To cultivate the industrial disposition by leading the pupil to do what, to him, is distinctively creative work. ‘ ‘ Time. — The time designated for drawing on the programme, and one hour every Friday afternoon. “Note. — -The work contemplated by this course is not new. With few exceptions it has been done and found wholly practicable under the conditions which make the ordi¬ nary school-room. It is not offered as a perfect scheme. It is simply a more definite plan for securing some of the results already recognized as desirable. ‘ ‘ The course provides work for both boys and girls. Much of the work may be given to the whole school at the same time; occasionally it will be found necessary to give boys one thing, and the girls another thing to do at the same hour. Work planned and begun in school may be finished at home if the teacher thinks it advisable. ‘ ‘ Pupils should be led to see that drawing is the basis for most of the making. In the first and second years the pupil passes from the objects to their symbols; after this from symbols to objects.” 1 Industrial Art in Schools, by Chaa. GK Leland, of Philadelphia, Circular of Information, No. 4, 1S82. MANUAL TRAINING. 843 First Year.1 Tli i rd Year Con ti nued . Clay Modelling: Simple geometrical forms— sphere, cube, cylinder, hemisphere, square prism, triangular prism. Natural and other forma derived from these, os apple, cherry, peach from sphere ; hat, cap, dish, bird’s nest, umbrella, tond-stool from hemisphere; book, brick, domino, box from square prism; dice and box from cube; vase, bottle, jug, rolling- pin, spool, lire-crackor from cylinder. Let pupils name other objects that are examples of cube, sphere, etc. Tablet Laying : Circle, semi-circle, square, tri¬ angle, and oblong, representing the faces of preceding solids. Combined from dictation and invention to form pleasing designs, by- horizontal and vertical repetition, and by sym- J metrical arrangement about a centre. Have j pupils cut tablets out of coloied paper and combine as above. Examples of circle, trian- I gle, etc. Stick Laying : Sticks of different lengths and j colors representing edges; joined to represent squares, angles, triangles, oblongs. Orna- [ mental arrangements based upon these. Sim- > ilar work with sticks and peas, and skeleton representation of solids. Paper Folding : Square and triangle taken for base form. Have pupils cut paper after fold¬ ing to make simple designs. Lead pupils to discover familiar objects folded into squares : and triangles, as napkins, soldier-caps, fans, etc. Drawing; Representation of edges. angles, and faces of solids, derived forms, tablet designs, etc. Lead pencil and paper used for drawing. Second Year.' Clay Modelling: Review solids of first year. Take up in the same manner ellipsoid, ovoid, equilateral triangul arprism, cone, square, pyr¬ amid, and vase form. Natural and other forms derived from these, as plum, lemon, potato, bean, English walnut, leaf, spoon from ellip¬ soid ; egg, acorn, pear, strawberry, leaf, mouse, chicken, spoon from ovoid ; earrot or parsnip, top, tumbler, flower-pot from cone; paper¬ weight, monument from square pyramid. Let pupils name other objects that are examples [ of ellipsoid, ovoid, etc. Tablet Laying: Broad and narrow ellipse, oval, j equilateral, isosceles and right-angle triangle representing faces and sections of the solids | named above. Combined from dictation, and j invention for decorative designs, as in first year. Have pupils make ornamental arrange¬ ments, using tablets cut out of colored paper. Combine with tablets of first year. Stick Laying: Representation of edges and faces of second year solids. Ornamental ar- ; rangements as in first year. Work with sticks and peas, and skeleton representation of sec- ! ond year solids. Paper Folding : Take base forms of first year and make more difficult designs by folding, and by folding and cutting. By folding and cutting make cube, square prism, triangular * prism, etc,, bringing edges together without j pasting. Make envelopes, etc. Drawing: Representation of edges, faces, and j sections, derived forms, and tablet designs. Lead pencil and paper used for drawing. Third Year. Drawing: Book 1, Prang’s Shorter Course in F orm Study and Drawing. Take first the work of the book, then supplement it with as much kindred work as time will permit. Lead pu¬ pils to see the language value of drawing, i. e. , that they may by means of it represent what has been constructed, and also that they may construct what is represented. Pupils should and may be led early to see the three distinct uses of drawing in con¬ struction, decoration, and representation, and the relation of each to the others. Drawing — Continued. In planning original designs for decoration, pupils should be encourngcd to lay out their designs with slicks and tablets before drawing. Let making continually accom¬ pany the drawing. Pupils should be en¬ couraged to look for counterparts of the forms drawn in natural and other objects to be found outside the school-room. For further directions sec Teacher’s Manual for “ Shorter Course.” Paper Construction and Design: Starting with the forms in the drawing book, have pu¬ pils construct from the patterns which they draw the hollow forms, leaving laps and past¬ ing. After this they should construct other simple but related objects from patterns, as boxes, envelopes, etc. Pupils should be en¬ couraged to bring a variety of paper boxes and envelopes to school, to be taken to pieces as a class exercise for the purpose of finding how they are made. Paper of one color may be folded and cut to form a stencil, so that, when pasted over paper of another color, effects in orna¬ mental design will be obtained. Pleasing ornamental effects may also be produced by cutting out of colored paper a variety of familiar forms previously drawn , and arranging and pasting on other colored paper to make borders, tile de¬ signs, rosettes, etc. In this and the sten¬ cil work the pupil should be led to use few colors and such only as harmonize. Clay Modelling: Such forms in the drawing work as are suitable for moulding in clay, as shield, auartre-foil, raised and sunken ; leaves, etc. Mould leaves on a base or plinth of clay. In this grade the form should be drawn be¬ fore it is moulded and the pupil led to com¬ pare the two means of expression. Outline Embroidery: Some of the simple or¬ namental designs drawn may be worked out with embroidery cotton on butcher’s linen, crash, muslin, and other materials. In this way the girls especially will have suggested to them designs for aprons, napkins, tidies, etc., just as pleasing, and much more appro¬ priate, than the pictorial style of decoration which is so common. Teach pupils how to transfer design to cloth, using either perforated stencil or transfer paper. Plain Hand Sewing: Exercises in running and over and over sewing practiced on small pieces of unbleached muslin. Pupils should be taught the size of needle and number of thread best adapted for this work ; also the best way to hold needle and cloth when sewing, and how to thread needle quickly and easily. Fou'dlt Year. Drawing: Book 2. Prang’s Shorter Course in Form Study and Drawing. Have pupils bring a variety of leaves to school for drawing. Be¬ ginning with those having simplest outlines, lead pupils to see how characteristic form may be represented by straight lines (blocking), as a step to finished outline. Pupils will be led to study outline of objects more critically and to get better proportions by this process. For further suggestions and directions see third year work and Manual for “ Shorter Course.” Sheet Construction and Design: For con¬ struction, see third year work. Let the forms in Book 2 be made the starting point. Pupils may make these forms in any sheet material that is suitable, working always from a pat¬ tern. Lead pupils to discover outside of school what objects are made from sheet material by cutting according to a pattern, and to name the materals thus used. 1 The work for first and second year is based on the Prang Manual of Form Study and Drawing for Primary Schools. 844 EDUCATION REPORT, 1887-88. Fourth Year — Continued. Sheet Construction and Design— Continued. Stencils for decoration may be made not only by folding and cutting as in the third year, but by drawing the design on colored paper, and afterwards cutting out and past¬ ing over another color. Pupils may begin to repeat the stencil units to form borders, centre-pieces, etc. The ornamental work with paper, obtained by cutting units out of one ;ormore colors, and arranging on base of another color, should be carried on as in third year. T n getting ornamental effects with paper, care should be taken not to require forms more difficult than those contained in the draw¬ ing-book for this year. Carving : Pupils of this grade may be taught to reproduce in low relief or intaglio on unburnt brick, most of the ornamental forms in the drawing-book. This -work may be done with no other tool than a dull knife. Outline Embroidery : In addition to work outlined for third year, the pupils may be taught to embroider in outline simple script initials for marking household articles, as nap¬ kins, towels, splashers, doiles, handkerchiefs, etc. Plain Hand Sewing: Exercises in running, over and over, and hemming, practiced on small pieces of bleached and unbleached mus¬ lin. See third year for further suggestions and directions. Fifth Year. Drawing : Book 3, Prang’s Shorter Course in Form Study and Drawing. See fourth year work for suggestions. Study Manual for j “ Shorter Course” carefully. Sheet Construction and Design : Lead pupils to apply the knowledge already obtained to making small useful articles, as pen-wipers, blotters with sheets fastened together by a rib¬ bon, pencil-cases, match-cases, etc., drawing always preceding the making. For other work in construction and for use of colored paper, see previous year and Man¬ ual. Carving: See work for previous year. Take up related work suggested by Book 2. Outline Embroidery : See work for previous year. This year the work may be made some¬ thing more than a mere exercise, by encour¬ aging pupils to bring to school ghch useful ar¬ ticles as have been named, and others, and showing them how to apply their knowledge and skill in decorating and marking them. Plain Hand Sewing : Review running, over and over, and hemming. Teach gathering. Combine these different kinds of sewing in exercises, using small pieces of cloth, or in working upon articles brought from the home. For the exercises use bleached and unbleached muslin and Lonsdale cambric. Sixth Year. Drawing: Book 4, Prang’s Shorter Course in Form Study and Drawing. While studying the vase forms pupils should be led to name the curves shown by the profile ; to notice also how they are united to secure strength and a pleasing outline. A short history of some of the more common vase forms will be appreciated by pupils of this grade and cannot fail to prove interesting. Sheet Construction and Design: Continue the work in construction, taking up the more difficult single-piece box patterns, examples of which may be found in screw and tack boxes, and in ice cream and candy boxes. Pu¬ pils may also be taught to make portfolios of tough manila paper or other materials, for holding stationery, letters, etc.; also portfolios and cases for photographs. Sixth Year — Continued. Sheet Construction and Design— Continued. In addition to the work heretofore done in ornamental cutting, designs for registers, iron fences, iron and wooden erestings, porch rails, brackets, etc., may be cut out of manila board. If the design is for iron work the paper may be blackened with turpentine and lamp-black after cutting. Carving: See decorative work given and sug¬ gested in Book 4. Other ornamental Gothic forms as simple as the ivy leaf on page 8 may be taken for carving. Outline Embroidery: See fifth year outline. Let pupils design monograms for marking, and embroider them on household articles, etc. Plain Hand Sewing: Review other work. Teach Felling and Patching. Have pupils do patching on at least three kinds of cloth. Seventh Year. Drawing: Book 5, Prang’s Shorter Course in Form Study and Drawing. While studying the Fleur-de-lis form on page 7, pupils should learn something about its origin and history — the uses to which it has been put in decorative work. Pupils should be required to make working drawings of simple objects, these drawings to be passed to other pupils and read, i. e., a pupil who has never seen the drawing should be able to tell what object may be constructed from it. Construction: Pupils should continue to con¬ i' struct articles out of sheet materials. The boys should be encouraged to construct at home, in wood, a few simple articles, follow¬ ing working drawings made at school. Sheet Design: Carry on stencil and other work with colored paper as heretofore. Continue work with manilla paper similar to that intro¬ duced in sixth year. Carving: In addition to carving on brick, give pupils a few simple exercises in low relief wood-carving. After these exercises have been planned and commenced at school, pu¬ pils may complete them at home. To fasten the wood to the desk for school-room work, a five-cent clamp should be used. Teach pupils how to transfer their designs to the wood. Outline Embroidery: Work similar to that previously outlined, only more difficult. Plain PIand Sewing: Review patching. Teach darning in cotton and wool. Eighth Year. Drawing: Book 8, Prang’s Text-books of Art Education, Clark edition. The difference in quality of lines used in instrumental and free¬ hand drawing should be made plain at this stage, and the reasons given therefor. It is quite important that pupils early learn the cor¬ rect use and handling of drawing instruments, which are taken up for the first time in the ex¬ ercises of this book. Construction: See Seventh Tear Work. Sheet Design and Stenciling: Cut work with colored paper may be discontinued in this grade. Stencils may be cut of suitable paper, and the design stenciled in water-color and bronze upon tinted wall-papers. Continue cut work with manila paper as in previous years. Carving: Let pupils do much carving on wood in this year, not only in exercises, but in dec¬ orating panels for cabinets, work-boxes, the ends of book-racks, etc. Outline Embroidery: See previous work. Plain Hand Sewing: Blind-hemming. Button¬ holes in cotton and woolen with lining. MANUAL TRAINING. 845 Tool Instruction. In the remarks on tlie ideas connected with the appearance of the several elements of the American system of manual training, tool instruction is spoken of as if first appear¬ ing as an elementary school exercise in the Dwight Grammar School of Boston in 1882. This, exactly speaking, is incorrect. THE GLOUCESTER (MASS.) EXPERIMENT. In 1878 Miss Marian Ilovcy placed several hundred dollars at the disposal of tho school committee of Gloucester, Mass., to enable it to make an attempt to unite the work of the shop with that of the public school. A shop was provided to accommodate twelve boys, to each of whom a rule, tri-square, hammer, jack-plane, jointer, smoothing- plane, bit-stock and bits, mallet, chisel, etc., was furnished. Forty lessons constituted the annual course, beginning with learning the names of the tools and finishing by mak- iug a box. The lessons were first given on Saturdays, but the novelty soon losing its effect, the members preferred their holiday to work, and other arrangements were made. In 1880 the “carpentry class” was instructed on Monday, Tuesday, Thursday, and Friday (two classes each session) for a half of each afternoon, and the membership im¬ mediately advanced from thirty to ninety-six, about thirty of whom (two full classes, another partly) were girls, their work being quite as good as that of the boys. ‘ 4 The result is tangible,” says the superintendent, “and the proficiency is measured by no ar¬ bitrary standard of percentages, but is clearly defined, and may be estimated with much more precision than in any other line of school work. I do not know of any manner in which fifty to eighty hours can be employed in any form of education where the practical results can be more satisfactorily determined. If the pupil never sees saw, hammer, or plane again, the training he has received will be of value whatever his vocation.” This was said in 1880, the year the school was closed. Miss Hovey having spent $750, refused to continue her contributions and the city board would not carry on the experi¬ ment at the public charge. THE DWIGHT SCHOOL (BOSTON) EXPERIMENT AND ITS PRECURSORS. On the first Thursday of January, 1882, an instructor, a carpenter, began his course to a class of eighteen boys in the Dwiglit School at Boston, “all who could be accom¬ modated at the three benches at one time; ” but we think that the experiment at the Dwight School was not a result of the founding of the Gloucester school, but that it owed its origin to home influences. In 1872 a society known by the name of Industrial School Association established in Boston what was called a whittling school, carried on in the chapel of a Boston church of evenings. In 1876-77 this society united its school to the industrial school that had for two seasons been holding its sessions in the Lincoln Building, the supporters of the two schools organizing as one body under the name of the Industrial Education So¬ ciety. The city gave them the use of the ‘ 4 ward room on Church street, ’ ’ where from 7 to 9 on Tuesday and Friday evenings the school, giving instruction in wood carving, was held. Firm benches were obtained, provided with a vise and carving tools for each of the thirty-two boys, ranging in age from twelve to sixteen. About half the pupils were still attending school. The report, written in 1877, from which these facts are taken, closes thus: 4 1 The object of the school was [at the date of its inception], not to educate cabinet-makers or artisans of any special name, but to give the boys an acquaintance with certain manipulations which would be equally useful in many different trades. Instruction, not construction, was the purpose of this school. * * * Does not this incident show the natural se¬ quence of such a course of hand culture as we have been describing upon the education in drawing now prevalent in our public schools ? * * * We cannot but believe that it would be easy to establish in connection with all our grammar schools for boys an annex for elementary instruction in the half dozen universal tools; i. e., the hammer, saw, plane, chisel, file, and square. Three or four hours a week for one year only of the grammar school course would be enough to give the boys that intimacy with tools and that encouragement to the inborn inclination to handicraft, and that guidance in its use, for want of which so many young men now drift into overcrowded and uncongenial oc¬ cupations or lapse into idleness or vice.” This suggestion may have originated from an acquaintance with the Russian system about that time being made known, although it will be seen by referring to page827 that in 1882 the special committee of the State board, better informed, perhaps, of the distin¬ guishing characteristic of the Russian system, recommended the Sloyd course as more adapted to a few lessons in a grammar school. 846 EDUCATION REPORT, 1887-88. OEIGIN OF THE “CENTRAL SCHOOL.” In 1879 the Industrial Association offered its tools and other outfit to the Boston school committee, hoping that they would maintain the school as a public city school. In the same year the city council was petitioned on this subject, by whom the matter was referred to the school committee, and by that body to a subcommittee. The recommenda¬ tion of the school authorities that the city should support, wholly or in part, ‘ ‘ a develop¬ ing school and school shops, ” to be engrafted permanently on the school system, was defeated in the council. The superintendent of the city schools of Boston having in 1883 objected to shop in¬ struction, as given at Dwight School experiment, on account of the great expense of pro¬ viding each school with a shop, and having further discountenanced the introduction of manual training into the grammar schools, proposed a school bearing the same rela¬ tion to the upper grades of the grammar school that the Manual Training School of Baltimore, for instance, now bears to the city high school : that is, a school with a cur¬ riculum modified so far as to permit half the day to be given to work and drawing. The school board modified this proposition by establishing a central school in the basement of the Latin School Building for the instruction, once a week for two hours, of a class drawn from each of ten schools. Thus originated the central school feature now so common. This instruction in tool work is what the New York committee referred to as extending the manual training of the schools on the Russian plan down through the upper grades to meet the upward extension of kindergarten training through primary and lower grammar classes, the so-called construction work spoken of under the preceding head. The implements used are the common carpenters’ tools — hammer, saw, plane, etc., and the course a graded one of about forty exercises arranged in a progressive way. In the majority of cases the pupils are compelled to leave their building to receive the in¬ struction. To this tool work, in connection with sewing and cooking perhaps, the term manual training has been popularly applied. As the course of the Moline schools is adapted to convey to the reader what is meant by the conservative form of manual training called construction, so the course in ‘ ‘ man¬ ual arts ” of the New Haven (Conn.) schools will show quite plainly that form of work -which its friends call instruction in the care and use of tools, and its enemies “me¬ chanics’ tool instruction.” “lessons in the manual arts” (use of tools). “Each tool when it is first used is described, the different parts named, and the way to hold and use it explained. After the boy has learned how to use a tool he is shown how to sharpen it on the oil stone, and is required to keep it in good order. Lesson I. Hammer : Exercises in striking a block of wood witb hammer, to show wrist, elbow, and shoulder movements, and to learn to strike “square.” Exercises in driving nails of dif¬ ferent sizes, perpendicularly, and in drawing them. Exercises in nailing two boards £ inch thick together, with nails of different sizes driven obliquely, and in drawing them. Chisel and Try Square : Take board 6 inches square, mark out the corners square with try square and lead pencil ; cut them out perpen¬ dicularly with 1-inch firmer chisel. Take board 6 inches square, round the corners with 1 inch firmer chisel , cutting perpendicularly ; prove with try square. Lesson II. Chisel to Line : Take piece 12 inches long, If inches wide, £ inch thick, and mark with rule and compass a pointed arch, at one end, and a round arch at the other end ; shape out with 1-inch firmer chisel, cutting with the grain from sides to center of arch. Halving: Take two pieces 6 inches long, 2f inches wide, £ inch thick, and halve them to¬ gether, using rule, try square' single gauge, scratch awl, back saw, lf-inch firmer chisel, and cutting board. Always use cutting board to save cutting the bench. Half Dovetail: Make a half dovetail with one piece 5 inches long, If inches wide, £ inch thick, and one 4 inches long, ]£ inches wide, £ inch thick, using same tools as in 2, except £-inch chisel instead of lf-ihch, Lesson III. End Mortise and Tenon : Take piece 5 inches long, If inches square, and form mortice on one end ; take piece same size and form tenon atone end; using rule, try square, scratch awl, mortise gauge, back saw, f-ineh chisel, and bench vise. Boring: Take piece 3 inches long, If inches square, center the sides and ends with single gauge, put in the vise, and bore half way through with £-ii*ch bit; reverse, and bore from the other end. Repeat the above, using f-mch, f-inch, £-inch, £-inch, and £-inch bits. Lesson IV. Sawing Square : Take piece 12 inches long, If inches wide, £ inch thick, mark two sides 1 inch from end, with try square and scratch awl. and saw off evenly. Repeat above, saw¬ ing off piece £ inch, | inch,£ inch, £ inch, finch, and £ inch. Through Dovetail : Take one piece 4 inches long, 1£ inches square, and one piece 3 inches long, If inches square, and make through dovetail. Using i-inch chisel for cutting. Lesson V. Jack Plane : Take piece 18 inches long, 12 inches wide, If inches thick, place on bench, flat side down, end firmly against bench hub, and plane off a few shavings with jack plane, as set. Take the plane apart, naming its parts ; put it together and practice setting it, comparing the shavings, until it is set correctly. Take piece 6 inches square, £ inch thick, mark off the cor¬ ners, forming an octagon ; using rule, compass, and scratch awl. Saw off corners, leaving line, and smooth edges with block plane. MANUAL TRAINING. 847 Lesson V — Continued. Lesson XI. Cnoss Cut Saw : Take board 8 feet long , 6 inohes wide, i inch thick, lay off a line with try square end lead pencil. 6 inches from the end, saw off, leaving lino. Kepeut above, sawing on the line. • Lesson VI. Grooving: Take piece 3 inches long, 3 inches wide, v inch thick, and make a groove, * inch wide, { inch deep, through the centre, across the grain, using rule.mortise gauge, try square, scratch awl, back saw, bench hook, | inch firm¬ er chisel, bench vise, and cutting board. Take piece -1 inches long, 3 inches wide, | inch , thick, cut a tenon on one end to fit groove: using same tools as above ; round the ends of i both pieces with firmer chisel, using try J square to prove correctness of work; put to- i getlier and test with try square. Kipping Saw : Take board S feet long, 12 inches j wide, g- inch thick, mark off with single gauge | a strip 2 inches wide; put it on the horse and ; saw to line; then put the board in the bench j vise, one end resting on the bench pin; plane | with jack plane, and true up with jointer, using ; try square to prove it. Repeat above, sawing ! on the line. Lesson VII Framing : Saw from stock a strip 2 feet long, 1 inch wide, f inch thick, using single gauge and rip saw. Square up with fore plane, trying plane, and try square. Saw off with back saw, piece 12 inches long, for stile, and one 5 inches long for rail. Form mortise in stile, and tenon on rail, using bench vise, back saw, bench hook.linch firmer chisel, finch mortise chisel, and mallet. Lesson VIII. Framing (completed) : Drive together the pieces prepared in the last lesson and smooth face with block plane. Halving : Saw from stock piece 40 inches long, 1 inch wide, f inch thick, using rip saw: square it up with jack plane, trying plane, and try square, gauging to thickness and width ; cut off two pieces 12 inches long, and two 8 inches long, and halve corners together, making a frame with ends projecting 1 inch. Dowelling: Draw a lino through the centre of the base of the column made in the last les¬ son ; point off i inch on each side of centre. Make centres with scratch awl to boro from, and bore holes perpendicularly 1 inch deep with f-incli twist bit. Glue in J-inch dowels, ends to project! inch. Centre the piece 4 inches square prepared in Lesson IX. Measure f inch on each side; bore perpendicularly holes | inch deep. Set gauge I inch and gauge round the top and sides; chamfer of!', using 1-inch firmer chisel; true up with block plane and try square. Glue together, making col¬ umn and plinth. Lesson XII. Draw-knife and Planing to Line : Saw from stock strip 12 inches long, 2 inches square. Square up sides and ends. Gauge off f inch from all the corners; put in bench vise: take off corners with draw-knife, and plane to line. Lesson XIII. Mortising : Saw from stock two pieces 12 inches long, If inches wide, f inch thick for stiles, and two pieces 8 inches long. If inches wide, f inch thick for rails. Square them up. Form mortise in stiles and saw tenon in rails; mortise to be two-thirds the thickness of the stile, rails to enter stiles f inch from the end, and tenons to project f inch. Lesson XIV. Mortising (completed) : Finish up and fit mor¬ tise and tenon , comm enced in last lesson, with chisel; round the ends of tenons; drive to¬ gether, and plane off back and front. Lesson XV. Glue Joint : Saw from stock two pieces 3 feet long, 3 inches wide, f inch thick; plane the edges square, with jack plane, trying plane, and try square ; joint together. Lesson XVI. Bevelling: Saw from stock two pieces 3 feet long, 3 inches wide, f inch thick ; square them up ; mark on edge with bevel (set to templet 45°). and plane to bevel with jack plane, fore plane, and trying plane. Lesson IX. Lesson XVII. Halving (completed) : Round the ends of the pieces prepared in the previous lesson, using compass, firmer chisel, and wood file ; put to¬ gether and smooth up with block plane. Sawing and Planing: Saw from stock piece 12 inches long, 2 inches square ; square it and plane all sides ; cut from stock piece 4 inches long, 4 inches wide, f inch thick ; square it and plane all sides. Blind or Mitee Mortise : Saw from stock two pieces 6 inches long, 2 inches wide, f inch thick; square them up ; make mitre mortise and tenon, using try square, scratch awl, mor¬ tise gauge, back saw, !-inch mortise chisel, and bevel; put the mortised piece in mitre board and plain true. Lesson XVIII. Lesson X. Gauging: Centre, with marking gauge, on all sides, from end to end, the 12-ineh piece pre- ! pared in last lesson. Square off a line all around i inch from end, then on that line point off | inch on each side of centre on all four sides; from the points thus obtained draw lines obliquely to the corners at the other end ; then draw lines from the said points on the line squared off to the centre of the top. Bevelling and Chamfering : Bevel with draw knife and plane true, using bevei to prove the work. Chamfer the top to a point, as marked out. Blend or Mitre Mortise (completed) : Drive together the pieces made in last lesson ; level off faces and ends with block plane; round the ends to finish. Lesson XIX. Mitreing : Saw from stock strip 18 inches long, 3 inches wide, f inch thick ; smooth it up and square it; cut into four pieces 4 inches long; mark corners of each piece on flat side with scratch awl and bevel (set to templet 45°) ; put in mitre box and saw to line ; put in mitre I board and true up ; fit together and test with | try square. 848 EDUCATION REPORT, 1887-88. Lesson XX. Mitreing (completed): Glue together the pieces made in the last les3on, and key it, mak¬ ing a frame. Dovetail : Saw from stock two pieces 4 inches long, 3 inches wide. 4 inch thick ; square them up ; mark for dovetail and saw out. Lesson XXI. Dovetail (completed): Chisel out and fit the pieces made in last lesson ; drive them to¬ gether and level off with block plane ; round the ends. Lesson XXII. Framing and Wedging: Saw from stock one piece 6 inches long, It inches square, and one piece 4 inches long, 14 inches square ; square them up ; form mortice £ inch x 14 inches in long piece, using mortice gauge and |-inch mortice chisel; form tenon, on short piece, to fit mortice, and to project one inch; cut hole in tenon, bevelled on one side, for wedge, using 4-inch chisel ; drive together and wedge. Lesson XXIII. Squaring to size : Saw strip 14 inches wide from lHnch plank ; gauge to size ; plane with jack plane, and true up with jointer and try square. Lesson XIV. Planing to width : Take 4-inch board about 6 feet long, 8 or 10 inches wide, and saw off strip 44 inches wide ; plane with joiner to 44 inches ; saw off two pieces 8 inches long for sides, and two pieces 44 inches long for ends of a box ; square edges and smooth faces with plane. Lesson XV. Dovetail : Set single gauge to T9S inch, and square around the ends of pieces prepared in last lesson ; mark for dovetails ; form dove¬ tails, using 4-inch and 4-inch chisel, and cut¬ ting from both sides. ' Lesson XXVI. Dovetail (completed): Finish up and fit dove¬ tails; glue together and clamp with hapd screws, taking care to bring the joints up, and to keep the box square, using try square at every corner. Lesson XXVII. Smoothing and Sand-Papering : Saw out two pieces 54 inches X 9 inches, for top and bottom of box; square up edges and smooth faces; smooth sides and ends of box with block plane ; sand-paper clean, and smooth; level off top and bottom edges. Lesson XXVIII . Nailing : Nail on top and bottom pieces, with 14-inch No. 16 wire nails, being careful to drive the nails straight and in the centre of thickness of sides and ends. Moulding: Get piece 40 inches long, 4 inch square, from stock; square to f inch, and quarter roundwithjack plane.makinga mould¬ ing for bottom of box ; get from stock piece 40 inches long, 4 inch square; square to finch, and quarter round, making a moulding for top of box. Lesson XXIX. Miteeing: Saw moulding, madejin last lesson, in lengths to fit box (mitreing the corners in mitre box), and glue them on the box. Lesson XXX. Bevelling : Plane the edges of the top and bot¬ tom of box with block plane, to an equal pro¬ jection all around ; mark the top, with single gauge, 1 inch on, and 4 inch down ; bevel with 14-inch chisel and finish with block plane, and sand-paper block. Lesson XXXI. Chiselling : Cut a hole exactly in centre of top, If inches long, 4 inch wide, using |-mch chisel. Lesson XXXII. Finish up the box, with mouldings, etc., aceord- to individual fancy. SLOYD. The method and means of Sloyd instruction1 are grouped under — A. General principles. — Attendance at Sloyd instruction should be voluntary on the part of the pupils. In order to do this the work must fulfil the following conditions: (1) It must be useful; (2) it must not require fatiguing preparatory exercises in the use of the various tools; (3) it must afford variety; (4) it must be capable of being carried out by the pupils themselves; (5) it must be real work, not play; (6) it must not be so called knick-knacks, that is, articles of luxury; (7) it must become the property of the pupil; (8) it must correspond with the capabilities of the pupils; (9) it must be of a nature that it can be completed with exactness; (10) it must admit of neatness and cleanliness; (11) it must exercise the thinking powers and not be purely mechanical; (12) it must strengthen and develop the bodily powers; (13) it must assist in developing the sense of form; (14) it must allow of the use of numerous manipulatious and various tools. B. The teacher. — (1) The instruction must be given by a trained teacher, if possible by the same teacher who instructs in intellectual subjects; (2) the teacher should con¬ duct, superintend, and control the work, but guarding against directly putting his hand to it. 1 Pamphlet issued in English by the normal school for Sloyd instruction at Naas, Sweden, and republished by the New York Industrial Education Association. MANUAL TRAINING. 849 0. The age of the pupil. — In order to follow with advantage the course of instruction the pupil ought to have reached that stage of development usually attained at the age of eleven. D. Branches of instwetion. — The simultaneous employment of several different kinds of Sloyd acts detrimentally for the following reasons: (1) A sufficient number of subjects are already taught in tile school, and every branch of Sloyd is a subject in itself; (2) the time to be devoted to this work is short and limited; (3) by different kinds of work the interest of the pupils would be easily diverted. For the above mentioned standard of age, wood, Sloyd is the most suitable. It in¬ cludes carpentry, turning, and wood-carving. Sloyd carpentry differs from trade car¬ pentry in the following respects: (1) As to the character of the objects made in general, the objects are smaller; (2) the tools which are used, for instance the knife, which is the most important tool in wood Sloyd; (3) the method of working, in trade carpentry there is division of labor, in Sloyd none whatever. Turnery may be taken as a different branch of instruction, and as such be quite well separated from wood Sloyd. E. The number of pupils. — Individual instruction is generally advisable. This is es¬ pecially the case with Sloyd, which on fundamental and practical grounds cannot be taught as a class subject; therefore the number of pupils taught by one teacher must be limited. F. The models. — In order to make the instruction as instructive as possible, models ought to be used in preference to drawings. The form should be sketched either directly by placing the model on the piece of wood, or by means of a diagram drawn with a ruler and compass on the wood. The models are to be simple, adapted to reproduction in wood both hard and soft, turned and carved are to be used as much as possible, capable of developing the sense of form and beauty, and so arranged as to teach the use of the neces¬ sary tools, and to know and to carry out all the most important' manipulations connected with wood, in a series increasing in difficulty of execution, exactitude being demanded, not approximations to the correct form. The Swedish course is well shown by the description of an English school1 under an imported Swedish teacher. The class numbered twelve, among whom were two princi¬ pals of boya’ schools, a lady principal of a training college for female teachers, and a young lady who had won honors in Greek at Cambridge. “The indispensable tool used by the sleight worker is the knife. The Swedish knife has a blade two and one-half inches long, immovably fixed in the handle, and terminat¬ ing in a long, sharp point. Besides the knife each worker has a pencil, a square, a saw, an awl, perhaps a pair of dividers, and hammer and nails. For general use there are work-benches of Swedish pattern, but not much unlike those used in our best cabinet shops. Besides there are sets of bits, chisels, gouges, and planes. One work-bench and one set of tools suffice for four scholars. The following is a full list of the articles which are to be made by scholars as a result of a course of sleight training : 1. Pointer. 12. Euler. 24. Comer bracket. 2. Flower stick. 13. Knife-handle, 25. Nail box. 3. Penholder. 14. Pen-tray. 26. Sugar scoop. 4. Bird’s perch. 15. First spoon. 27. Boot-jack. 5. Flower stick (square). 16. Hammer handle. 28. Shoe-brush box. 6. Key-label. 17. Second spoon. 29! Stool. 7. Slate-pencil holder. 18. Bracket. 30. Knife box. 8. Dibbler (pointed stick 19. Stocking stretcher. 31. Salt box. for setting out flowers) . 20. Trencher. 32. Teapot stand. 9. Forked clothes-pins. 21. Flower stand. 33. Match box. 10. Paper knife. 22. Butter beater. 11. Flower cross. 23. Footstool. “These articles are carefully arranged in the above list in the order of their difficulty, and each article is made in a manner and by steps definitely prescribed by the teacher. So simple are the first tasks, and so exact the method, that it is not possible for one who follows it to fall short of a certain standard of excellence. The wood used is at first a soft wood like white pine; afterwards a harder wood is employed. Eaeh worker keeps in his own drawer every article made by him or her, marking each with his own name, and receiving all at the end of the course for permanent preservation. ’ ’ “ The great merits of the system appear to be— (1) the moderate difficulty of the tasks proposed; (2) the methodical way in which pupils are instructed; (3) the position, subordinate to the intellectual portion of school work, in which the training is firmly held. The fact that the progress is methodical does not imply that the rate of progress 1 Leaflet 15 of the New York Industrial Education Association. 54 ED 850 EDUCATION REPORT, 1887-88. is tiie same for all. Tasks must "be done in the same way by all, but each pupil may do as much and go forward as rapidly as his ability permits him. It is a capital merit of the system that it does not profess to confer upon the pupil any handicraft by which he can earn money, but it is strictly disciplinary in its character. The articles which the pupil has made, at the end of his course of study have little market value. They are simple wood utensils, characteristic of a period somewhat prior to the present age of machine products. The articles are not ornaments and would not have money value as such. Hence the learner of sleight does not become in any sense a competitor of the mechanic or artisan; but the fact that he has learned to produce good work gives him an interest in all good work by whatever hand produced. This not only qualifies him intelligently to judge of all mechanical work, but gives him that sympathy with the mechanic of which many persons, to their great loss, know nothing.” Sewing. Instruction in sewing appears to have been introduced in Boston as early as 1835. The teachers of the two lower classes of the grammar schools were authorized to teach plain sewing one hour in the afternoon of 4 days of each week. In 1855 the new regulations provided that instruction in sewing should be given, and that special teachers should be appointed who should give two lessons of ohe hour each every week: and in the fol¬ lowing year sewing was taught in all the grammar schools but one. In 1870 sewing was made obligatory in every girl’s school, though not in the three upper classes. In 1873 the subject was made obligatory on all classes of the Winthrop School. In the Report preceding this the subject is thus spoken of: “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 recommen¬ dation 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 se¬ lect both thread and needle, to thread the needle and to hold it, it is put to basting to¬ gether 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 advantage, 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 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.’ ” Mr. Philbrick, under whom as city superintendent sewing made such strides in Bos¬ ton, says, in treating of the subject in a publication of this Office:1 ‘ 1 The most important practical conclusions arrived at by the writer are formulated in the following propositions: “ (1) No girl can be properly educated who cannot sew. It would be a waste of time to demonstrate the importance of this part of a girl’s education. “ (2) If this education were left to the homes it would be imperfect or wholly neg¬ lected, especially in the homes where it would be of the greatest practical utility. “(3) That sewing should be an obligatory branch of instruction in all elementary public schools where girls are taught is both desirable and practicable. 1 Monsieur B. Buisson, in his report to the French minister of public instruction on the late edu¬ cational exhibit at New Orleans, says : “ It is surprising that America should be so behindhand in adopting sewing as a public school study. The only sewing exhibit by an elementary school worthy of comparison with the good schools of Europe came from Boston.” * * * But it is in Boston especially after the advent as superintendent of Mr. Philbrick, who had visited many Eu¬ ropean schools, that instruction in sewing has been thoroiighly organized.” In Belgium. France, Germany, Austria, Switzerland, Italy, Portugal, Sweden, Norway, Den¬ mark, Netherlands, and in England sewing has been introduced to a greater or less extent. MANUAL TRAINING. 851 “(4) The instruction should begin "with girls when about eight years of age and con¬ tinue throughout the elementary course, from one to three hours a week being given to the lessons. “(5) The course of instruction should be graded, beginning with plain sewing and mending and advancing to cutting and fitting. “(6) The regular teachers might give the instruction in the lower grades, the employ¬ ment of special teachers being limited to the upper classes. “ (7) Ability to teach sewing ought to be reckoned among the essential qualifications of a teacher of girls in the lower classes of elementary schools. “ (8) In large cities regional classes should be established, after the plan in Paris, for instructing in advanced needlework girls who have graduated from the elementary schools and others qualified for admission. “ (9) In cities of the first magnitude, and perhaps those of the second also, the system of instruction in sewing should culminate in a central school for teaching the most ad¬ vanced stages of practical needlework, including dressmaking and millinery. SEWING COUESE OF THE SPEIN GFIELD (MASS.) SCHOOLS. Grade IV. — First term: Fold, baste, back-stitch, overcast, fold, and hem (make narrow hem). Second term: Wide hem, sew salvage over and over, sew folded cloth over and over, stitch, make a bag. Third term: Review previous work; make a pillow-slip. Grade V. — First term: Gather, lay gathers, baste gathers, baste gathers on to band, make an apron. Second term: Stitch a seam, fold, fell, cut-stitch, cross-stitch, feather¬ stitch. Third term: Darning, patching, sew on buttons, cut a straight piece and join, cut a bias piece and join. Grade VI. — First term: Button-hole stitch, cutting button-hole, overcast, bar and work. Second term: Cut patterns, put on cloth, mark and cut. Third term: Cut by pattern. COOKING. * The cooking school first appeared in 1874 in New York City, instruction being given to poor women and girls at an institution supported by one of the many charitable or¬ ganizations of that city. Soon after, 1874 or 1875, a school was opened in Boston, and early in 1879 benevolent ladies of the school and of the Women’s Educational Asso¬ ciation opened a cooking school for the mission-school children similar to that in New York. Two classes were taught every day in the week, and every alternate Saturday a lecture was given. In a letter to this office in 1879 the lady chairman of the industrial committee of the Young Women’s Christian Association of Boston says: “We need a free cooking school after this method; we need also some preparatory work done in the public schools — simple talks to girls on all home matters. * * * Only one hour twice a week is allowed to each room [of the Winthrop School, of Bos¬ ton] for learning to sew. * * * I think that the same time might also be again advantageously taken for elementary lessons in housework, and without disadvantage to ‘analysis 5 and ‘perspective.’” It is evident that this lady did not believe in any intrinsic relation between drawing and cooking — representation and construction. It is claimed by the committee on manual training schools that the school known as the Boston School Kitchen No. 1, established in 1885, and supported by Mrs. Hemen- way, was the first public school of its kind. The investigation of the New York com¬ mittee on manual training showed that cooking had only been introduced at Boston and Toledo. It is extremely supposable that on first sight the connection of cooking with mental development would not be appreciated, or at least its influence only recognized as indi¬ rect. General Walker, in an article read to the National Educational Association in 1887, speaks very positively on this subject, remarking: “But we are not driven to defend the introduction of cooking into the public schools as an invasion of the proper field of educa¬ tion, justified by due necessity. No one can spend an hour in the cooking schools of Boston * * * without being impressed by the very high education value of the instruction given. As a great object lesson in chemistry; as a means of promoting care, patience, and forethought; as a study of cause and effect; as a medium of conveying useful infor¬ mation, irrespective altogether of the practical value of the art acquired; the short course which alone the means at command allowed to be given to each class of girls has consti¬ tuted, I do not doubt, the best body of purely educational training which any girl of all those classes ever experienced within the same number of hours.” 852 EDUCATION REPORT, 1887-88. COUESE IN COOKING OF THE WASHINGTON (D. C.) SCHOOLS. First Year ( Seventh Grade ). Boiling: A.— Talk about cooking, to discover what it is, how it affects food-materials, and what is needful for cooking ; heat, natural and artificial ; fuel, wood, charcoal, coal, gas ; give directions for making a fire and make one. Teach boiling by means of experiments: (a) Heat a cup of water, noting the change in temperature from time to time; note sim¬ mering and boiling. (&) Compare, by boil¬ ing, fresh and salt water with respect to density ; experiment with eggs and blocks of wood ; discover that it takes longer to boil salt water than it does to boil fresh water, (c) Put a piece of fresh meat into boiling water for a short time ; note the re¬ sult to meat and water ; cut the meat and note the result; show the effect to meat and water of cold water oh meat (this re¬ quires some time) ; cut the meat and note the result ; boil the water. ( d ) Break an egg into boiling water and another into cold water ; note the results ; boil the cold water with the egg; draw inferences ; hot water hardens albumen ; to retain the nu¬ triment in the article boiled put the article into boiling water and boil; to have nutri¬ ment mix with the water put the article into cold water and boil, (e) Make beef tea ; have the meat prepared for the first class, after which let each class prepare meat for the succeeding one. Boil meat to prepare the same for food. Boil meat for broth. Make jellied soup stock. Teach which parts of meat (beef, mutton, and lamb) are used for soups. Show econ¬ omy of making stock. Teach the pupils how to distinguish between fresh and stale meats (appearance, smell, etc.) — Poach eggs. B. — Experiment with salted and smoked meats: Put salted meat into cold water; then show that the water is salty by tasting it and by testing its density. Whence comes the salt? what it is, where found, how pre¬ pared for market. C. — Experiment with starch and flour : (o) Cut a potato into thin slices and soak it in cold water. Pour off the water ; show that starch is a fine powder found in grains and vegetables; show starch cells in potato; microscope. (&) Pour cold water over some starch, mix, and let it stand for a short time ; stir again and pour on boiling water ; stir and note the result, (c) Pour boiling water over dry starch; stir and note the result, (d) Make like experiments with flour ; draw conclusions, (e) Dip a potato into boiling water; note the result. (/) Pour boiling water over oatmeal ; note the result ; draw conclusion. Make blancmange. Cornstarch; from what and how obtained, how prepared, substi¬ tutes. Make a roux ; plain, egg, and caper sauces. Boil rice and potatoes and mash ; boil beets, onions, and squash. Give direc¬ tions for preparing and cooking other vege¬ tables. Make either vegetable soup or cel¬ ery puree. Boil oatmeal (cracked wheat, cerealine). Boil rice and make rice custard. Boil coffee and cocoa, steep tea. Coffee, cocoa, tea ; from what and how obtained ; properties and value of each. D. — Utensils used in boiling. An intelligent study of the materials from which the uten¬ sils are made. Stewing: Experiment with tough meat and vegetable acids, such as lemon -juice and vinegar. Compare tender and tough meat before and after soaking in the acid. Show where in the animal tough pieces of meat are found. Explain why they contain so much nutriment and show their value as food. Make a beef stew. Make an Irish stew without dumplings. Braise a calf’s | First Year ( Seventh Grade) -^-Continued. Stewing— Continued. heart or smother a piece of beef. Hari¬ cot mutton. Stew fruit (apples, prunes, etc.). Make “ bubble and squeak.” Pepper, butter, substitute, from what and how obtained ; use and value in cooking. Beolling.— Broil a steak (beef or veal) : (a) Com¬ pare results obtained with those obtained by putting meat into boiling water. ( b ) Names and positions of best steaks : broil chops, mut¬ ton, lamb, or pork: (a) Positions of chops, (o) Lard and oleomargarine ; from what and how made; use; value; how to select different kinds of meat by appearance; toast bread; utensils used in broiling. Baking. — Experiment with yeast, soda, cream of tartar, sour milk, and baking powder: (a) Mix soda and cream of tartar with cold water ; show the presence of carbonic acid gas (lighted ta¬ per). (6) Pour water over baking powder; show the presence of gas. (c) Mix soda with sour milk; show the presence of gas and that the milk is sweet, (d) Mix baking powder or soda and cream of tartar with flour ; moisten and make a dough; put one-half into a hot oven immediately ; allow the other half to re¬ main exposed to the air for a short time, then put it into the oven ; note the difference ; cause of difference; draw conclusions, (e) Make yeast; talk about the yeast plant or germ ; from what and how obtained ; proper temperature necessary to the growth; what is caused by the growing ? Fermentation ; microscope ; show presence of carbonic acid gas in yeast; mix yeast with a little flour and note the result. Make white bread and rolls with potato yeast: (a) Kneading, length of time, mo¬ tion, etc. (6) Compressed yeast, (c) Flour; from what and how obtained; kinds; prop¬ erties and value of each; processes; make biscuits (baking powder) ; make muffins (soda and cream of tartar); make corn- bread (soda and sour milk) ; make Graham gems. Boast meat: (a) Compare the appearance of roast meat with boiled meat. (6) Best pieces for roasting, (c) Basting, (cl) Solid and rolled roasts. Give, incidentally, the ar¬ rangement of oven dampers; kind of fire necessary for baking, and proper tempera¬ ture of the oven. Second Year {Eighth Grade). Boiling: Beview facts learned about boiling and obtain a definition. Boil mutton : (a) for the broth, (&) for the meat; make caper sauce. Boil fish; make egg sauce (Note.— Give direc¬ tions for selecting and cleaning fish). Baising, slaughtering of animals, and packing of meat; meahs of preserving; principal cities for this industry ; markets. Boil corned beef and cab¬ bage; boil cauliflower; makeeggsauce ; make apple dumplings and sugar sauce ; make roly poly pudding and sauce ; make soft custard ; make salad dressing ; make potato salad. Stewing: Oysters: (a) stewed, (&) scalloped: chowder; make a fricassee of beef or stew beef with carrots ; make a white stew and a pot-pie. . Beolling: Broil a shad, a herring, or any other fresh fish. Broil a salted mackerel or any other salted fish. Broil a smoked fish. Broil a slice of ham. Broil oysters. Baking. — Beview facts learned about carbonic acid gas. fermentation, and heat for baking; make white bread, Graham bread, and brown bread : stuff and bake a fish. Make cake: (a) Cookies: Spices; from where and how obtained: their properties and use in cooking, (&) Ginger snaps, (e) Dover cake (Note.— Citron ; from what and how made), (d) Sponge cake, (e) Jelly cake. MANUAL TRAINING. 853 Second Year (Eighth G rade) —Continued. Baking— Continued. Make pies : (a) Pie paste. (6) Apple pie (peach, rhubarb, etc.), (c) Lemon pie (cus¬ tard, etc.). Make puddings: (a) Bread. ( b ) Cottage pudding. (c)Sago, rice, or tapioca; Sago, tapioca, rice ; from what and how ob¬ tained; how prepared for market; bake apples and potatoes. Frying.— Experiment with fat: (a) Show that pure fat will not boil. (6) Show that fat containing water boils, (c) Show the proper temperature of fat for cooking by putting pieces of dough or a little of beaten egg into it at different times (before it is hot enough, when hot enough, and when burning) ; note the difference and draw conclusions. Show the economy in the use of eggs in kettle-fry- Second Year ( Eighth Grade) — Continued. Frying— Continued. ing; scramble eggs; make an omelet; make griddle cakes ; make fritters, (a) Batter. (5) Salsity, parsnip, corn, etc. (c) Apple, oyster, clam, etc.; make doughnuts (raised by yeast); make crullers (raised by baking powder). Third Year ( High School ). (The third year’s course in cooking has not been fully developed, as it will not be needed this year, but when developed it will include the preparation of more diffi¬ cult dishes than those before given; the preparation of fancy dishes ; the prepara¬ tion of dishes for invalids ; and the preserv¬ ing of meats, vegetables, and fruits.) Manual Training Course of Study foe New York City. This is not the place to discuss the great changes that are being made in the growth called the public school curriculum. In Boston the attack is upon arithmetic alone, we believe, but in New York it is somewhat in the nature of a. thorough renovation. So desirable is it to show the proportion of the programme that manual training oc¬ cupies, “ the co-ordination with the other studies of the system,” as we ventured to call our meagre information on the subject in our last report, that we give the course of the New York schools in which manual training has been introduced, in full. We regret that we can only give the manual training course of the Paris schools to compare with the full course of the schools of our metropolis. As a book of travels is much more understandable when illustrated, so have we illus¬ trated each of the subjects of a manual training course by a curriculum particularly adapted for the purpose; now the view will be panoramic. primary schools. Sixth Grade. 1. Language Lessons. — Reading — familiar words, phrases, and simple sentences (from black¬ board, charts, etc.) ; spelling — familiar words from dictation ; lessons on the obvious parts and common uses of familiar objects; also on common colors. 2. Form and Drawing. — Form — sphere, cube, square, oblong; position of straight lines— vertical, horizontal, oblique; angles — right, acute, obtuse ; surface, face, edge. Drawing — straight lines — vertical, horizontal, oblique ; letters composed of straight lines ; angles — right, acute, obtuse ; representing (with straight lines) positions of strings, sticks, and edges; square and oblong faces of solids; squares and oblongs, from stick-laying. 3. Writing. — Short words (from copies on black¬ board or chart). 4. Number. — Counting— by ones to 100, by twos and threes to 30 ; also counting backward by ones from 10: Adding — By ones, twos, and threes mingled to 20 ; numbers— to be read to 100 and written to 30. 5. Vocal Music. — Simple exercises in singing to train the pupils in the use of musical sounds Fifth Grade. 1. Language Lessons.— Reading— from the black¬ boards, charts, and a First Reader ; the mean¬ ing of phrases and selected words to be asso¬ ciated with their use in the sentences read. Spelling — words selected from the reading lessons; also other familiar words. Lessons on the obvious parts and uses of familiar objects , and on common colors continued. 2. Form and Drawing. — Form — cylinder, square, prism, hemisphere, circle, semicircle, triangle, curved surface, curved face, curved edge, curved line; measured lengths (inches). Drawing— angles— right, acute, obtuse; tri¬ angles; square and oblong faces of solids; curved and straight lines combined; circles and semicircles by free-hand movement; di¬ vide lines into equal parts ; draw inch lengths. 3. Writing.-* Short words (from copy). Fifth Grade— Continued. 4. Number. — Counting by 3’s, 4*s, and 5’s to 50. Adding by 2’s, 3’s, 4’s, and 5’s to 30 (on the blackboard and the slate). Subtracting by splints, etc., from numbers below 20. Multi¬ plying two by the numbers below six. Num¬ bers to be read at sight from the blackboard, an d to be written through three places. Roman numbers through XII, also their use on the clock face. 5. Vocal Music. — Continued as in the sixth grade with two or three simple songs, and the scale by rote. Represent steps of scale and give simple ideas of time. Fourth Grade. 1. Language Lessons. — Reading— through a First Reader, or in an easy Second Reader. The meaning of phrases and selected words from the sentences which have been read. Spell¬ ing — words selected from the reading lessons, and other familiar words. Lessons on familiar objects continued, with obvious qualities ad¬ ded, also on color. 2. Form and Drawing. — Form — triangular prism, rhomb, rhomboid, right, acute, and obtuse angled triangles ; faces — plane, curved ; circle — circumference, diameter ; square — diameter, diagonal. Drawing — square, rhomb, oblong, rhomboid; three kinds of triangles; squares drawn in group to represent surface of a cube ; oblongs and squares in group, to represent surface of a square prism; circle with di¬ ameter; squares with diameters and diag¬ onals ; parallel lines ; front and end of square and of oblong boxes ; groups of circles. 3. Writing. — Short sentences (from copy). 4. Arithmetic. — Numeration and n o t a t i o n — through six places. Adding single columns of seven figures, including 6, 7, 8, and 9, also orally by 6’s, 7’s, 8’s, 9’s, and 10’s. Subtracting 3’s, 4’s, 5’s, and 6’s from numbers below 20. Multiplying two by numbers below 11. Sim¬ ple practical questions. Roman numbers to include L. 5. Vocal Music.— Instruction as in fifth grade con¬ tinued, with additional songs by rote. 854 EDUCATION EEPOET, 1887-88. Thied Grade. 1. Language Lessons. — Heading— in a Second Reader; the meaning of phrases and selected words which have been read. Spelling — words selected from reading lessons, and other famil¬ iar words (orally and in writing) ; lessons on familiar objects continued. 2. Form and Drawing.— Form— cone— base, ver¬ tex; pyramid — square, triangular ; equilateral triangle ; squares on diameters, on diagonals ; concentric squares. Drawing — cylinder, cone, oblong, triangle with two equal sides ; faces of a solid, in group ; circles— diameters; paral¬ lel lines ; squares on diameters and on diag¬ onals — add curved lines symmetrically ar¬ ranged ; two adjacent faces of a solid ; common objects— window, door ; groups of tablets. 3. Writing— sentences continued. Short words without capitals. 4. Sewing. — Threading of needle ; use of thimble ; overhanding. 5. Arithmetic.— Addition— three columns of ten figures (including examples with concrete numbers) ; simple, practical questions in ad¬ dition and subtraction (to be worked without slate and pencil); multiplication table— through 6 times 12 ; Roman numbers to include D. 6. Vocal Music. — Instruction continued, with the use of staff', clef, notes of different length, time, etc. Second Grade. 1. “ Language Lessons. — Reading — through the Second Reader ; the meaning of phrases and selected words which have been read. Spell¬ ing — as in the previous grade; lessons on familiar objects continued. 2. Form and Drawing. — Form — ellipsoid, ovoid, vase; ellipse, oval; quadrant, radius, arc; octagon, hexagon, pentagon. Drawing — el¬ lipse, oval ; vase form, reversed curve ; quad-, rant, radius, arc; octagon, hexagon, penta- on; crosses — Latin, Greek, Maltese, St. An- rew’s; circles on half diameters and half diagonals of squares ; objects— pitcher, teapot, etc. ; ornamental group of tablets. 3. Writing. — Sentences continued with all the capitals. 4. Sewing.— Hemming ; seam-sewing; overcast¬ ing. Eight Grade. 1. Language Lessons. —Reading, of the grade of a Third Reader; oral lessons on the qualities and uses of familiar objects, such as articles of clothing, food, material for building, etc.; com¬ positions ; spelling, meaning, and use of words, chiefly from the lessons of the reading-book and from the oral lessons of the grade; also selected miscellaneous words in general use, at least 100 in number, to be taught chiefly by writing them separately, and in short sentences from dictation. 2. Geography.—' The world, from globes and out¬ line maps. 5. Arithmetic. — Through the simple rules and Federal money with practical examples; se¬ lected tables of weights and measures, with simple, practical applications. 4 . Penmanship. — Words with capitals. 5. Form and Drawing. — Drawing— (free-hand) — semicircles; arrangement of simple and com¬ pound curves; simple historic borders; sym¬ metrical arrangements of cordate leaves ; simple objects from nature; maps. (Mechani¬ cal)— use of instruments ; application of simple practical problems of geometry; patterns formed from intersecting parallel lines; sur¬ face patterns, hexagonal and octagonal ; par¬ allel lines as used for shading. Cutting and modelling from drawn work. 6. Sewing. — Review hems and bias fells, French seams; gathering. Second Grade— Continued. 5. Arithmetic. — Addition, subtraction, and multi¬ plication. (multipliers not to exceed 12), with practical examples; multiplication table com¬ pleted; Roman numbers to number of the year. Tables — Federal money, time, liquid measure, and dry measure. 6. Vocal Music.— Instruction continued as in pre¬ vious grade ; singing notes in groups, pupils to beat time. First Grade. 1. Language Lessons. — Reading — of the grade of an easy Third Reader ; meaning of phrases and selected words which have been read. Spell¬ ing — as in previous grade. Lessons on objects as in the previous grades, with more complete descriptions. 2. Geography. Without text-books— points of compass; location and direction of familiar places; elementary terms; shape;of earth and situation of principal bodies of land and water, on globe and on map. 3 . Form and Drawing. — Form— construction of forms of regular solids by drawing, cutting, folding, and pasting paper, etc.; construction in clay from drawings — steps of stairs, slate frame, concentric squares, etc.; representation of islands, etc., with clay. Drawing— circular faces, seen directly and obliquely; objects — oil-can, ash-can, tea canister, street lamp, kite, etc.; tablets arranged as borders and other ornaments. Draw, as maps, the clay represen¬ tation of islands, etc. 4. Writing. — Brief designs of familiar objects; words' with capitals ; during the latter half of this grade one lesson each week to be written from dictation. 5. Sewing. — Seams— back stitching and stitching ; plain fells; bias fells. 6. Arithmetic. — Numeration and notation — through nine places ; addition and subtraction continued ; multiplication — multiplicand not exceeding 6 figures, multiplier not exceeding 4 figures. Division— divisor not exceeding 12 ; practical examples in the sevoral rules. Tables — long measure, avoirdupois weight and miscellaneous table, with review of previous grade ; simple, practical questions. 7. Vocal Music. — Instruction continued as in the second grade; teach the singing of simple tunes in the natural scale by numerals, syl¬ lables, letters, la la la, and by appropriate words. SCHOOLS. Seventh Grade. 1. Language Lessons. — Reading, of the grade of a Third Reader (a different book from that used in the eighth grade); oral lessons on animals; compositions; spelling, meaning, and use of words as before — at least 100 additional words and a review of those previously taught. 2. Geography. — Western Hemisphere in outline, together with review of preceding grade— ■without text-book. 3. Arithmetic. — Through subtraction of common fractions, with practical examples ; selected tables of weights and measures, as before. 4. Penmanship. — Words and phrases. 5. Form and Dravnng. — Drawing— (free hand) — circles; borders, two different units to be used in each; symmetrical arrangement of hastate leaves; simple objects, from nature; maps. (Mechanical) — applications of simple practical problems of geometry; straight lines, “dot¬ ted,” etc., door with pannels, and window with panes, from measurements made in class ; running patterns from circles and arcs ; trefoil in triangle. Cutting and modelling— from drawn work. 6. Sewing— Button holes; sewing on buttons; patching. Sixth Grade. 1. Language Lessons. — Reading, of the grade of an easy Fourth Reader ; oral lessons on plants ; compositions; spelling, meaning, and use of words as before— at least 100 additional words and review of all previously taught; easy exer¬ cises in suffixes. MANUAL TRAINING. 855 Sixth Grade— Continued. 2. Geography. — Eastern Hemisphere in outline, together with review of preceding grade— without text-book. Z. Arithmetic.— Common fractions completed, with practical examples; selected tables of weights and measures, ns before. 4. Penmanship.— rhrase9 and sentences. 5. Form and Drawing.— Drawing— (free-hand)— ellipses; ovals; vases; original designs with leaf and flower ; simple objects, from nature ; maps. (Mechanical)— applications of Bimple, practical problems of geometry ; tables, etc., from measurements made in the class ; arches, by arcs of circles; quatrefoil in circle ; designs (ornate), circle and contents ; window, pointed arch. Cutting and modelling— from drawn work. C. Sewing. — Herringbone stitch, and flannel patching; darning stockings; darning tears and cuts. Fifth Grade). 1. Language Lessons. — Reading, of the grade of a Fourth Reader; oral lessons on the human body; composition; spelling, meaning and use of words as before — at least 100 additional words, and review of all previously taught; exercises in prefixes and suffixes. 2. History of the United Slates. — A brief general outline — without text-book. 3. Geography. — Western Hemisphere in detail, with special attention to United States, to¬ gether with review of preceding grade. 4. Arithmetic. — Decimals, with practical exam¬ ples in common and decimal fractions ; reduc¬ tion, ascending, and descending, of integral denominate numbers. 5. Penmanship. — Phrases and sentences. 6. Form and drawing. — Drawing — (free hand) — regular pentagon ; Greek vase, with perspect¬ ive effect ; Egyptian and Greek borders ; flow¬ ers and trilobate leaves in original designs; maps; elevations, plans, and other views of cubes, prisms, cylinders, and cones. (Mechan¬ ical)— simple graphic solutions of selected geo¬ metrical theorems; elevations, etc., already drawn free-hand ; drawing required for shop work. Modelling— Relief maps. Shop-work — use of tools— knife, and jack plane; making joints — butt, butt-mitre, lap, etc. 7. Sewing.— Review all previous work ; tucking, gussets. Fourth Grade. 1. Language Lessons. — Reading, of the grade of a Fourth Reader (a different book from that of the fifth and sixth grades), and in supplement¬ ary reader upon the subjects of the oral les¬ sons of this or previous grades ; oral lessons on common minerals and metals; composi¬ tion ; spelling, meaning, and use of words, as before — at least one hundred additional words, and review of all previously taught ; exercises in prefixes and suffixes continued. English grammar (without text-book)— the construc¬ tion of sentences, with a view to develop a knowledge of the parts of speech, and to illus¬ trate the terms “subject,” “predicate,” and “object.” 2. History of United States. — Outline with greater detail — without text-book. 3. Geography. — Eastern Hemisphere in detail, with special attention to Europe, together with review of preceding grade. 4. Arithmetic. — Denominate numbers completed, with practical examples. 5. Penmanship. — Practice in large and small writing. C. Form and Drawing. — Drawing — (free-hand) — the spiral ; flowers and lobed leaves in origi¬ nal designs; mediaeval and moresque orna¬ ments; ornamented vases; maps; working sketches of tools and of joints; sections of solids. (Mechanical) — simple graphic solu¬ tions of selected geometrical theorems contin¬ ued; working drawings for shop work. Model¬ ling-relief maps. Shop work— use of tools— add crosscut saw, hammer and nails, and chisel; making joints, etc. 7. Sewing. — Measuring, cutting, paper patterns, and fitting. Third Grade. 1. Language Lessons. — Rending, in supplement¬ ary reader upon subjects of the oral lessons in this or previous grades; oral lessons on tho simple facts of natural philosophy; composi¬ tion; spelling, meaning and use of words as before ; exercises in the formation of derivative words; English grammar (without text-book) continued. 2. History of the United States.— Through the Rev¬ olutionary War — class reading in text-book and in historical supplementary reader. No homo lessons to be given. 3. Geography. — General review, with special at¬ tention to the United Statesand Europe. Sup¬ plementary readings in geography. 4. Arithmetic. — Percentage, its applications to ordinary business transactions which do not involve the consideration of time. 5. Penmanship. — Practice in difference styles; letter-writing. 6. Form and Drawing.— Drawing — (free-hand)— historic vase, decorated ; original pottery form, decorated; historic ornaments; original sur¬ face covering, not less than two different units to be used; original circular border; maps; working sketches for shop work. (Mechani¬ cal) — simple graphic solutions of selected geo¬ metrical theorems, continued; working draw¬ ings for shop work. Modelling— relief maps ; simple forms for carving. Shop work — use of tools — add gouge, rip-saw, center-bit, and hand- screws ; cutting mouldings, etc. ; making joints— lap, scarf, and mitre. 7. Cooking.— Materials of the human body; tis¬ sues — waste of, repair of. Digestibility — cook¬ ing solid materials to prepare them for diges¬ tion. Nutritiveness— nutritive values of foods ; palatability. Food elements — groups of — mineral; starch and sugar; fats; albuminoids. Related facts— physical and chemical; kinds of fuel; effects of heat on water— boiling points : temperatures of flames; physical effects of heat on albumen ; on starch ; on gluten, etc. ; proper temperatures for various purposes; chemical effects of overheating; principle and action of yeast powders, of leaven, of yeast ; important function of the sugar in flour. Uten¬ sils — their selection, use, and preservation. Purchasing food— discrimination as to whole¬ some and unwholesome; choice of parts. The “germ theory” — applied to foods. Practical exercises in cooking, involving simple applica¬ tions of facts and principles taught. Secoxd Grade. 1. Language Lessons. — Reading — supplementary reading as before ; oral lessons on the simple facts relating to air, water, light, heat, and sound; compositions, spelling, and meaning of words as before ; exercises in the formation of derivative words continued. English grammar — the construction of compound and complex sentences, with the view of teaching propriety of expression. 2. History of the United States. — Completed, with very brief outline of the Federal, State, and municipal government. Instruction as in third grade. 3. Arithmetic. — Interest and discount ; simple proportion. 4. Penmanship. — Paragraphs; business forms, such as bills, receipts, drafts, etc. ; letter-writ¬ ing continued. 5. Form and Drawing. — Drawing— (free-hand) — original designs for industrial purposes ; from the model — cube, square prism, square pyra¬ mid, cylinder and cone ; working sketches for shop work. (Mechanical) — working drawings for shop work. Modelling — simple forms for carving. Shop work— joints — dovetail, mor¬ tise. 6. Cooking. — As in third grade. First Grade. 1. Language Lessons. — Reading, as before, to¬ gether with poetry and fiction ; compositions ; spelling, meaning and use of words, as before ; a review of the previous grades in the forma¬ tion of words, English grammar continued. 856 EDUCATION REPORT, 1887-88. First Grade— Continued. 2. Arithmet ic. — A review of the business arithme¬ tic of the preceding' grades; also exchange, equation of payments, averaging of accounts, custom house business, partnership, and men¬ suration. 3. Penmanship. — Paragraphs, business forms, and letter-writing, continued. 4. Plain Geometry.— Fundamental theorems and problems. First Grade— Continued. 5. Farm and Drawing. — Drawing — (free-hand) — original designs for industrial purposes ; his¬ toric ornaments; from the model — prisms, hexagonal and octagonal; also, groups of solids ; working sketches for shop work. (Me¬ chanical) — working drawings for shop work. Shop work — dovetailed box, from measure¬ ments and drawings. COUESE OF THE PAEI3 PUBLIC SCHOOLS. : Some 555 public elementary schools in Paris educate over 120,000 children between the ages of six and twelve, at an annual cost of $2,700,000. Below these are the kinder¬ gartens, 126 in all, attended by 30,000 children from six down to two years of age, at an annual cost of $410,000. Above the elementary schools are the higher elementary schools, 7 in all, approximating our high schools as to grade, attended by 4,000 pupils over twelve and under fifteen when admitted, costing $700,000 annually. Six hundred and ninety-two schools, attended by 155,000 pupils, costing annually $3,810,000, exclusive of the cost of new buildings and repairs, about a million more. In 1830, two years be¬ fore M. Guizot began the foundation of the public school system of France, the appro¬ priation was not quite $25, 000. Ten per cent, of the city’s expenditure, $60,000,000, is for education, but this includes other schools than those given above. The kindergartens, says Mr. Schoenhof, are more than a benefit to the working class — they are a blessing. The attendance averages from 150 to 200 for each school. In win¬ ter the hours are from 8 a. m. to 6 p. m., in summer from 7 until 7, At 11 o’clock the children get soup and eat whatever they may have brought with them. The manual exercises consist of plaiting, twining, folding, and knitting. Sewing would be fatiguing. Instruction is given in a way to create the impression that it is play. Thus from the very foundation the effort is begun ‘ ‘ to educate the mind through the senses, and to lead the pupil well prepared into the great open field of industrial life, where the battle of life is fought.” In the elementary schools it is held (Mr. Schoenhof was in oral communication with the authorities) that physical education, manual labor practice, conduces better to the development of the mind than one-sided theoretical instruction. The former is intro¬ duced in support of the latter, and experience of some years has demonstrated to the satisfaction of competent observers the wisdom of combining manual labor exercises with theoretic instruction in primary schools. In 90 of the 285 elementary schools for boys there are workshops for iron and wood work, under a superintendent. The lower classes make paper objects, card-board boxes covered with colored paper, and the like. Some schools have as yet only this instruc¬ tion. The workmen instructors superintending the manual training classes receive about 30 cents an hour. A model school is that designated as “Primary [elementary] School 109, avenue Parmentier.” It has a wood and an iron shop, the wood shop being the largest. There are in it twelve carpenter benches, in two rows in the middle of the room — each bench accommodating two boys— and four lathes against the wall. One boy turns for a quarter of an hour, two others observing him; then one of the observ¬ ers exchanges place with him, and so on; there being three times as many boys as lathes as yet. At the bench the pupils are taught joining, dovetailing, etc. ; at the lathe they commence on a plain stick of a certain length, “ which is turned into 76 different orna¬ mental pieces, made either to stand separately or to fit into others, and by combining produce a finished object.” If they make ten pieces satisfactorily they are permitted to make something for themselves and take it to their home. The workshop for iron contains twelve vises, arranged along the walls, a boring machine, anvil, and forge. Starting with a plain piece it is worked into simple geometrical shapes and other forms by the file. Lead is used for forging and hammering, as it requires less strength to work than iron. For the girls sewing has been introduced and, in the upper classes, household work. In the sewing classes the pupils bring their own materials. One and a quarter hours are devoted to the subject during the week in the lower classes, and a half hour more in the middle classes. The French have what would be called in English, if the term were translated word for word, superior primary schools, but as the word primary in this connection covers what we mean by elementary, superior elementary schools are about equivalent to our high schools without the classical features; in brief, they have a literary course similar to *The matter here given in abstract is based upon a report by Mr. Schoenhof, U. S. consul at Tun- stall, England, to the Secretary of State, entitled “Industrial Education in France,” published within the year. MANUAL TRAINING. 857 that of our manual training schools as described in Table 77, and the remarks thereon. The term of instruction covers four years. The directors and professors are appointed hv the minister of public instruction, who can establish the schools on the request of a superintendent of education of a department, acting at the motion of the civil authority of the department, or on the demand of the “committee of patronage.” The instruc¬ tion is gratuitous and, wherever practicable, pupils are boarded at their own expense. Scholarships of various kinds seem to be provided in considerable number. The shop practice, upon which the law lays great stress, is in wood and iron work. In the wood¬ working department sawing, boring, planing, and joinery are taught, and the qualities and usages of different woods and the principal tools explained. In the iron shop the work consists of tiling, hammering, forging, soldering, graving, boring, turning, and fit¬ ting, and the instruction in explaining the properties, varieties, and uses of iron and the manner of using the different tools in working it. Rough sketches and working drawings are made of all objects to be executed by the pupil; in the higher classes the drawing resembles in some degree that given in industrial art schools. Mr. Schoenhof says ‘ ‘ there are now in Paris under the title Ecoles primaires sup6- rieures and subject to the municipal school system of Paris ” seven schools, one of which, in ther Rue de Jouy, is for girls. But as he has not described this school under the cap¬ tion Ecoles primaires supcrieures pour filles, and states that the general course of in¬ struction of those given under that head “is such as is required for higher employ¬ ments — book-keepers and correspondents — for the industrial classes, to make the girls practical and intelligent workwomen, as well as to fit them to take charge of the indus¬ trial establishments of woman’s employment,” they maybe viewed as practically trade schools. The following is the programme worked out by the French school authorities for work¬ shop practice in their so-called primary schools. It is expected that this workshop practice will soon be extended to cover all the ele¬ mentary schools of Paris — handwork, like that described above, in the boys’ schools, and work serviceable for girls’ occupations in after life in the girls’ schools. ELEMENTARY CLASS. [Seven and eight years old. One hour per day.] Elementary exercises in free-hand drawing, symmetrical arrangement of forms, cutting out pieces of colored paper and applying them upon geometrical forms, exercises in coloring, cutting out geometrical forms in cardboard, representations of geometrical solids. All these exercises to be done first on squared and sub¬ sequently on plain paper. Small basket work. Arrangement of strips of colored paper: (1) In interwoven forms. (2) In plaited patterns. Modelling : Reproductions of geometrio solids and simple objects. INTEBMEDI ATJS CLASS. [Nine and ten years old. One hour per day.] Cutting out cardboard patterns, construction of regular geometric solids, construction by the pupils of cardboard models, covered with col¬ ored drawings or colored paper. Small basket work ; combination of plaits ; bas¬ ket making. Objects made of wire; trellis or netting; wire J chain making. Combination of iron and wood. Cages. Modelling simple architectural ornaments. Object lessons : Principal characteristics of wood and the common metals. UPPER CLASS. [Eleven and twelve years old. Two hours per , day.] Drawingand modelling ; continuation of the ex¬ ercises in the preceding class ; repetition of the ornaments, previously executed, in the form of sketches, with dimensions attached to them ; drawing the requisite sections for this pur¬ pose ; reproducing the sections as measured sketches ; study of the various tool9 used in working wood — hammer, mallet, chisel, gim¬ let, centre-bit, brace, screwdriver, compasses, square, marking -gauge, saws of different kinds, jack plane, trying plane, smoothing plane, files and rasp3, level. Theoretical and practical lessons in the above. Planing and sawing wood ; construction of sim¬ ple joints. Boxes nailed together, or jointed without tacks. Wood lathe; tools used in turning; turning sim¬ ple geometrical forms. Study of the tools used }n working iron— ham¬ mer, chisel, cutting tool, cold chisel, squares, compass, files, etc. Theoretical and practical lessons concerning them. Exercises in filing, smooting,and finishing rough forgings or castings (cubes, polygonal nuts). The practical work in the shops in primary schools is to be followed by gymnastic exer¬ cises. in accordance with a specialised pro¬ gramme. Public Manual Training (Russian System) Schools. These schools are treated of along with other schools of the class to which an entire section has been devoted. There are too few of them to attempt any division into pub¬ lic and private, and it has been deemed expedient to group them in one table, which is facile, inasmuch as they are based, with an exception, upon the Russian system. While referring the reader to this section it is deemed proper to give a brief account of the origin and scope of the class, and in doing so, and for those not having the Bu¬ reau s report for 1886-87, the statement made in that report will he used: 1 'A decade has passed since Professor Runkle became acquainted with the system of instruction pursued at the Imperinl Technical of Moscow, saw its utility, and advocated and secured its introduction into the Massachusetts Institute of Technology. Of the 858 EDUCATION REPORT, 1887-88. several manual training schools or departments established since that important event, it will here suffice to mention three, which claim particular attention by reason of the sources from which they sprang. “The St. Louis Manual Training School, though a department of the Washington Uni¬ versity, owes its establishment in 18791 to the liberality and wisdom of several gentle¬ men of St. Louis, by whom the buildings were erected and the school endowed. To define the scope of this school and give its programme 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 instruc¬ tion in mathematics, . drawing, and the English branches of a high-school course, and instruction and practice in the use of tools. The tool instruction, as at present contem¬ plated, 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 Balti¬ more school is somewhat different, forging coming the first, and pattern-making and vise-work in the second year. Mathematics through trigonometry, English 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. 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 Com¬ mercial 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 incorpor¬ ated and the control of the school vested in a board of 9 trustees appointed by it. The school was opened in February, 1884, on completion of its building. ‘ ‘ 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 the city. On the 24th of April, 1883, 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 June 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 in¬ dustrial labor is as necessary as a knowledge of books; and as the State and city ac¬ knowledge their obligations to teach children to read and write they cannot 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 whe receive their education in the public schools ever enter the professions, but the large number become artisans and adopt me¬ chanical occupations for their future support. ’ ’ On petition, the city council empowered the school commissioners to establish the school, and legislative action was taken in January, 1884. In March of the same year the school was opened.” III.— STATISTICS. A — As a Public School Study in 1888, Having placed before the reader in the preceding sections the theory upon which manual training is based and the means that it uses to accomplish its aims, it is now in order to treat of the condition of the subject for the year covered by this report. This section is that which will appear annually. Its methods are simple. In the first place, the statistics which it contains are obtained from inquiries sent to schools and system of schools known or supposed to have introduced manual training. In the second place, its text, with the exception of the remarks on the tables, is obtained as a rule from or based upon the discussions of the subject by educational authorities either at home or abroad. The Office cannot too much thank its correspondents for the care with which its inquiries have been answered and the intelligence exercised in filling its statistical forms. 1 After the above was written, in 1887, information came (“ The Manual Training School,” by C. M. Woodward, p. 5) that 11 exercises for the sole purpose of tool instruction ” had been introduced into the Polytechnic School of Washington University, of St. Louis, about 1874; that this school in 1877 had outgrown the single shop, and an old dwelling house was secured, the chambers being used for a carpenter shop, the parlors for a machine shop, and the basement for a forging shop. The shops were used for three years, with no essential change of plan. Matters of this kind must, of course, be left to the historian of a movement. His is the province of exhaustive treatment which entails exhaustive research. It is needless to say that in this chap¬ ter neither has been attempted. MANUAL TRAINING. 859 INTRODUCTION INTO TIIE SCIIOOLS OP NEW YORE. Tho principal event of the year, one is almost tempted to say the most Important event in the history of manual training, is its introduction into the public schools of Now York City. This action was in pursuance of the report of the committee on man¬ ual training, noticed in the foregoing sections and in the report that precedes this. The committee arrived at seven conclusions and delivered itself of nine resolutions. The conclusions arc: 1. That the introduction of manual training would be an improvement to the present course of study. 2. That manual training is admissible into the schools only as a means of general and not of special education. “The industries of this metropolis are too diverse, the senti¬ ment of equality is too strong, the ambition to rise is too general to allow of any scheme that would designate certain pupils for particular walks of life. Rather must we seek, if we use new methods, to get by means of them better results of a general nature, bet¬ ter trained and disciplined minds, and greater aptitudes and powers for living and doing in whatever may be the pupils future career. 3. That, notwithstanding misdirected efforts in the past, there are certain manual operations which time and experience have sufficiently tested to demonstrate their use¬ fulness and their availability. These operations have the following characteristics: They are such as to lead the people to acquire correct conceptions of form through the careful and systematic discipline of his sense perceptions, and to require, as a test of the accuracy of these conceptions, their correct manual embodiment in material; and, fur¬ ther, to give a practical knowledge of natural laws and of the qualities of materials. These are: Carpentry -work, modelling in clay, construction work, paper and pasteboard work, drawing to a scale, sewing, cooking. These are adapted to the child, are useful, inexpensive, and will only require a Moderate increase in the teaching force. 4. The training should be for all. 5. The work should not be interrupted by adopting the ‘ 1 central school-shop ’ ’ feature. Each school building should have its own shop. 6. That the length of the session should not be increased. “The chief excisions will be made from the studies of geography, history, and arithmetic in all the grades ’ ’ of the grammar schools in order to give room for the new studies. The introduction of kinder¬ garten work into primary grades of course has been well canvassed. 7. That provision must be made for suspending the introduction of some of the pro¬ posed work in certain schools, as the carpentry work and cooking will require a separate room. The resolutions ask for the introduction of manual training, that kindergarten occu¬ pations — splints, wire, paper, and clay work — be introduced into the primary grades; that drawing to a scale be introduced both into the boys’ and the girls’ grammar school ; that the girls be taught sewing from the eighth to fourth grades, inclusive, and cooking in the third and second; that the boys be given work-shop instructions from the fifth to the first grades, inclusive; that the work-shop, cooking, and sewing instruction be taught by special teachers, and over all work of this kind in primary or grammar grades an as¬ sistant superintendent be appointed. The board of education adopted these views, and directed the committee to report a course of study in conformity with its own conclusions, which, when approved by the superintendent, should become the course of study for the school selected for introducing the subject, the committee having the power, with the approval of the superintendent, of modifying it. The board also directed “that on application of any board of trustees to said committee to introduce such course into any school, the said committee may authorize the substitution iu such school of the course of study and provisions prepared by them, in place of the usual course of study, and the proper committee shall author¬ ize the expenditure necessary therefor, subject to the rules of the board relating to expenditures; provided that until further action is taken by this board, such course shall not be introduced into more than six male grammar schools and six female grammar schools, and the primary departments and schools connected with them.” In the absence of the report of the city superintendent for 1888 we are compelled either to depend on non-official information regarding the introduction of the study into six schools for boys and six for girls or to let the matter go over until our next report; we take the latter alternative. The statistics appear in the table. For these twelve schools, however, an appropriation of fifteen thousand dollars was made, which was thought to be much too small. STATE ACTION. In accordance with the resolution passed May 19, 1887, the governor of Pennsylvania appointed a commission consisting of five to investigate the subject of “ industrial edu¬ cation.” A meeting was held in Harrisburg on December 9, 1887, and the following in- 860 EDUCATION REPORT, 1887-88. quiries were referred to tlie several members for report at the meeting at Philadelphia, in January, 1888: 1. To what extent in its several grades and by what methods carried on outside of Pennsylvania ? 2. "to what extent and by what methods now carried on in the several grades of pub¬ lic schools of Pennsylvania, and the practicability of introducing or extending it in such schools — city and rural ? 3. To what extent in its several grades and by what methods now carried on in pri¬ vate institutions in Pennsylvania, with the relation of such work to other forms of edu¬ cation, to public charities, reformatories, to industrial development, and to the general interest of society ? The best method of enlarging and extending such work, having in view also the question of its more or less direct connection with public systems and agencies. 4. The best means and methods of establishing and maintaining in its several grades; whether by State action or by local action, or by both combined. How far it can be in¬ corporated into the present public-school system in Pennsylvania; what, if any, changes of law are necessary or desirable to that end ? 5. Best methods of training suitable teachers. Changes, if any, required for this pur¬ pose in the present system of normal schools; changes, if any, required to enable the normal schools to meet more fully the needs of the present public school system? 6. As to each of the foregoing topics: How far the educational element should be in¬ corporated into such training, as distinguished from its strictly trade, apprentice, or technical element? On May 19, 1888, the governor of New York approved the act (New Legislation, p. 134) empowering local school authorities to establish ‘ ‘ industrial training 7 7 departments, and for teaching and illustrating the manual or industrial arts and the underlying principles. The State normal schools are required to include in their courses the principles under¬ lying the manual or industrial arts, and also the practical training in the same. From New Jersey we have been unable to obtain information.1 OPINIONS OF CITY SUPERINTENDENTS AND OTHERS ON MANUAL TRAINING. It is very evident that much diversity of opinion exists on what manual training is good for. An endeavor to collate the opinions on the subject would seem to be a hope¬ less task. We have endeavored to define manual training as a theory of education by examining arguments of several competent authorities, all issued within the year, but to put the matter completely before the reader and prevent any misunderstanding that may arise from his not knowing our “personal equation,” as they say in astronomy, we present a symposium on the subject. Los Angeles , Cal. — “I am heartily in sympathy with manual training in the common schools, 7 7 says the superintendent, ‘ ‘ so far as it can be done with kindergarten work. Beyond this it is difficult to determine how much or how little should be done. It there be as much need for training in iron, wood, leather, brass, cloth, cooking, etc., as the ardent advocates of manual training would have the country believe, why do not private enterprise and capital engage in the work as they do in law, medical, and com¬ mercial schools?77 * The principal of the high school, however, advocates the introduction of manual training into that school, and as the training has a distinctive character of its own, and is not adapted to the work of the school-room, he would organize a manual training department somewhat on the plan of the Baltimore and Philadelphia schools. New Haven , Conn. — “Much has been said and written of late,77 says the superintend¬ ent, 4 ‘ on the wisdom of leavening public education with certain forms of industrial training. As the value of this departure is to be determined by actual experiment rather than by actual argument, it is only necessary here to state what has been at¬ tempted the past year.77 The characteristics of the course are given elsewhere. (See p. 846.) In concluding his remarks the superintendent observes: “It may be admitted that during one period in the history of schools it was permitted to teach anything but what was immediately useful. That time has passed. * * * These several forms of in¬ dustrial education may all be considered as valuable in two ways: (1) for mental disci¬ pline, and (2) for practical utility. While it might be difficult to justify them for the latter reason, it is the prevalent opinion that they can be defended on educational grounds. That wood-working, sewing, and cooking are of immense practical impor¬ tance is certainly no argument against their adoption as an integral part of a school training.77 1 Some weeks after this chapter had been written, the report to the New Jersey Council of Educa¬ tion on Manual Training came to hand ; but it was too late to use it further than as appears on p. 829, foot-note 2. We will use the matter in our next report. MANUAL TRAINING. 861 Washington, D. C. — The following is taken from the last report of Superintendent Powell: “The school year ending June 30, 1887, was marked by the introduction of manual training into the curriculum of the public schools of the District of Columbia. * * * “The character, divisions, and scope of the work in manual training as now taught in our schools is set forth under the following heads: ‘ ‘ Drawing. — The subject of drawing gives the initial work for developing manual skill. Through its entire course, from the first grade to the high school inclusive, it is divided into two parts — construction and representation. In the constructive part hand and eye are trained, while at the same time ideas concerning the forms made are developed. The work of representation gives manual training by the drawing of the constructed forms. It does more, it correlates physical and mental processes. A scientifically con structed form induces systematic, scientific methods of thought. The thought logical y and accurately expressed by oral and written composition complements, perfects the physical culture secured by the construction and drawing. I mention constructive lan¬ guage here because I believe that as a means of the most complete training, as well as a matter of school economy, the manual and mental processes should cooperate on the same subjects. Each is defective without the other, and without such complementary work the training is one-sided still. ‘ k In the first three grades, modelling in clay, stick-laving, paper-folding, weaving, and various other processes of the Kindergarten system unite hand and mind and eye m con¬ structing and drawing geometric forms, and natural forms based on these. Construct¬ ive language is taught in the first grade and f ollows the entire course. The fourth grade continues the preceding work, notably that of paper folding and cutting, and also mod¬ elling in clay. The forms made and drawn are applied to objects of ornament and use. Invention is employed for decorative purposes. Neat and workmanlike processes, in¬ volving the use of many tools, such as needle, thimble, scissors, hammer, nails, etc. , are here taught. The fifth grade includes work like that of the fourth, with the addition of the construction of working drawings. From these drawings patterns are made, and objects constructed, after which the completed objects are represented by drawings. This addition continues through the remainder of the course. 4 ‘ The thought of progressive development runs through all construction and represent¬ ation. Each year introduces more intricate designs, more skilled execution of objects and representation. ‘ ‘ In the high school, complex forms in clay and cardboard are made. Constructional, free-hand, and mechanical drawings have place here, as well as executed designs for wall paper and fabrics. Owing to this one branch of manual training many of the graduates of the high school have become designers, draughtsmen, and architects. “The points emphasized are the scientific construction of models by all the pupils; representation by drawing these models or other objects, rather than drawing from flat surfaces; the stimulation of 'the inventive faculty by design work for ornamental and other useful purposes, and the cooperation of the mental and physical powers. ‘ ‘ Sewing. — This work has served a double purpose — the one for which it was designed, that of giving instruction in sewing, and another, that of increasing the interest in other school work. It refreshes and invigorates; it introduces a marked change, which breaks up the oft-time dull routine so destructive to the spirit of real intelligent work. 4 ‘Cooking. — Each cooking school has for its use a kitchen and a mixing room, complete in their appointments. Each is also supplied with blackboards for the representation of many of the food substances which, without such an aid, would be less thoroughly understood. Instruction is given on food materials — their nature, sources, effects on both body and mind, and consequent relative values. Much of the work makes appli¬ cation of the physics regularly taught in the schools. This, with the thorough study of food materials, the experiments, observations, and inferences made by the pupils, gives the work in cooking a scientific and at the same time a practical basis. (The course in cooking is given p. 852.) “ Shopwork. — The work in shops did not, in the year of its introduction, follow the prescribed course, owing to limited facilities in the way of work rooms and tools; however, the plan followed was in harmony with this course. When facilities and time for practice were lacking a general idea of methods was developed. To give breadth and scholastic power to this work instruction was given in the qualities and appearances of different woods under various conditions, the sources of supply, the uses and com¬ mercial values; the nature of iron, the location and importance of iron fields, the pro¬ cesses necessary to fit it for use, and the uses; the manufacture and uses of steel, with sufficient historical study of these subjects to show the influence of their use upon the material development of the country. “The aim is to make this work practical in all its bearings. It includes the correct use of tools, the laying out of work with the aid of knife, pencil, and try square, and 862 EDUCATION EEPOET, 1887-88. the making of chamfered blocks, moulding, and various T joints. Simple special pieces are made, such as tool racks, shelves, and squares for school-room use. Towel racks and steps for the cooking schools are successfully undertaken. Originality is drawn out by the designing and by making objects which are constructed from original working drawings. The eighth grade shows more difficult constructions than the seventh. ‘ ‘ In the high school many articles of furniture are made for the laboratories, the cook¬ ing schools, and the other schools. “After learning the care and management of the fire and the shifting of belts, forging is introduced by heating and drawing to a point a square rod of iron. This shows the value of care and attention in the performance of the simplest tasks. More difficult work in iron follows, which is succeeded by work in steel, including drawing and the making of punches and chisels, which are tempered and hardened by the pupils them¬ selves. Each pupil is required to contmue his efforts until he has made a chisel which will cut iron and steel without iniury to itself. ‘ ‘ In the department of wood turning practice is given with chisels, gouges, calipers, and other wood-turning tools. Elementary work in this branch is soon followed by more difficult and useful designs, including drawing models for the schools of the city, standards for physical apparatus, telephone receivers, Indian clubs, etc. “The practice in moulding includes moulding from a simple fiat pattern, from turned patterns, and from those of difficult design. Thus far the work has been limited to two- part flasks and the casting of cylinders, hollow cylinders, wheels both plain and grooved, handles, etc. This training gives the pupils a knowledge of moulding, the differ¬ ence between cast and wrought metal, and also a knowledge of correct forms for pat¬ terns from which he is to mould. As far as practicable it is intended that the pupil shall make a casting from a pattern which he has made from his own drawing. “In the draughting room the elements of mechanical drawing are taught.” Jacksonville , Fla. — From the report of the agent of the Slater fund for the education of freedmen, we learn that one of the graded schools (for colored) of Jacksonville has had an addition made to it for “ industrial instruction.” The cost, eight hundred dollars, was borne one-half by the city, and the other by citizens white and colored. Work was begun in November, 1887, with 76 boys and 98 girls from 14 years and upwards. “The work at this school has attracted large attention, ’ 7 says Mr. Haygood, ‘ £ and strengthened greatly the conviction that industrial training must come into the public school system. ” Beardstoicn , III. — Says the superintendent, in a communication to this Office: “We have hardly been at work long enough to speak of results. The boys enjoy the work very much. Accuracy, patience, and a quickening of the observing powers are notice¬ able results. A few boys who are exceedingly stupid in other work are among the best in drawing and shop work. The work that we are doing meets with almost universal favor among the patrons and citizens. We hope to add lathes for wood working, and sew¬ ing for girls.” Galesburg , 111. — “ In considering this question,” says the city superintendent, “three principles should direct our line of thought: (1) Education must bq adjusted to conform to the conditions of life as these change from age to age; (2) whatever may be the defi¬ nition of education, its object must ever be to make the child useful to himself and to others; (3) the public schools are for the people, most of whom support themselves by manual labor of some form. “ I do not intend to enter into a discussion of this subj ect, but I wish to say that noth¬ ing will tend so much to bring the child into sympathy with all forms of manual labor and to promote in him a spirit of domestic thrift and a respect for domestic virtues as to teach and exercise him, while growing to manhood, in the elements of industrial knowl¬ edge. I believe that not only his own good but that of his country demands such an education. It may be said that this is the duty of the home. So it is, and the same is equally true of much that is now taught in our schools; but the home needs the en¬ dorsement and cooperation of the State in this respect as well as in that of giving men¬ tal culture. ’ 7 Moline , III.— To our inquiry as to the extention of the manual training course the superintendent replies: “I can sty nothing definite under this head. I hope, however, at no distant day to see a department established in connection with the high school where boys and girls may be taught an advanced kind of hand-craft work. ’ 7 The course of this system is given in full p. 843. Peoria , III. — In speaking of the results of the recently introduced instruction in wood working the superintendent of Peoria says that “it is found here, as everywhere else, there are widely different degrees of native aptitude, as well of attention and instruc¬ tion. It is also found that a clear mind accompanies the skillful hand. The hope of establishing the school is that it wili assist in training the mental facilities, that the work done will give mental discipline. So far the interest taken is all that could be wished.” MANUAL TRAINING. 863 Peru , Pi. — From tlie superintendent we learn that ho finds manual training renders pupils accurate and ready thinkers, causes them to understand the effects of an error, pleases pupils and their parents, enables them to mako useful things in school hours, and makes them capable of constructing anything needed about the schools. “Our workshop is run in connection with our public schools. The nature of our community iavors it. It does not seem to me as destined to become a part of public school work It has great value, but a choice of such must be made.” There is no intention of enlarging the work in carpentry and sewing; but wood carv¬ ing will be done in connection with drawing, the pupils remaining at their desks. Humboldt , Ioica. — From the superintendent we learn that manual training has been tried now for a year, and it is believed to be a success. “Two classes, of 12 pupils each, composed of boys and girls, worked about an hour a day at carpentry, and succeeded in doing very fair work as well as keeping up with all their other work. The instructor, a skilled mechanic, taught them to square, line, plane, saw, etc. It is a little uncer¬ tain, however, whether the work will be continued. The board did not sustain it at the last annual meeting.” From the New England Journal of Education we quote the following particulars in regard to the initiation of this work: “The introduction of a manual training school at Humboldt, Iowa, is announced. It was begun with a fund of fifty dollars, raised by subscription, and by fifty men contributing each ten cents a week for the support of the school for six months, Dr. G. H. Clarke stimulating the work.” Leiciston, Me. — From the superintendent we learn that manual training has “not as yet ” been engrafted on the school system. “A year ago we had what we called an in¬ dustrial exhibition, pupils in the grammar schools contributing samples of their work in carpentry, fancy work, etc. The exhibition was a success, and has aroused an inter¬ est in manual training. 1 ’ Portland, Me. — The subject of manual training has several times been urged upon the citizens of Portland, and the superintendent thinks it is time to ask, in view of the suc¬ cess attending the introduction of the subject in other places, whether the city is to re¬ main at a standstill. More than a year ago fifty or sixty persons of wealth and position petitioned the city council to establish a manual training school in connection with the first classes in the grammar school, some of them remarking, ‘ 1 This is an effort to edu¬ cate in the right direction;” “we wish all our city expenditures were as satisfactory as the teaching our boys the use of the ordinary carpenter's tools would be.” Baltimore, Md. — The school commissioners of the city, in speaking of “ industrial edu¬ cation ,” discuss the report of the principal of their famous manual training school. “ The steam engine which was built by the members of the graduating class is now used in the shops in the place of the old engine, and it supplies all the power that is needed to work the machinery. An inspection of the work of the school will show that it is thorough and practical, and that in proportion to the means appropriated for its sup¬ port, it is accomplishing most excellent results. “The object of the school is to lay the foundation for industrial employments and at the same time to recognize the value of intellectual culture and discipline, and thus to teach the brain and the hands to work together in performing the practical duties of life. The results of this kind of education must be beneficial to every community by producing more intelligent workmen and more useful citizens. “ If it was more fully appreciated by the friends of public instruction, and officially recognized as an essential part of every school system, it would tend to remove the ob¬ jections of those who charge that the schools do not properly prepare their pupils for the practical labor of life.” Under the head of “manual training,” the city superintendent remarks: “ The suc¬ cessful establishment of this school has satisfactorily met the demand for introducing manual training into schools, in which pupils of about fourteen years of age with a good grammar school education are taught, but still there exists among many a demand for the introdution of manual training into the primary and grammar schools. It is gen¬ erally admitted that the introduction of sewing into the grammar schools in which girls are taught is feasible and desirable, and that its introduction does not decrease the thoroughness of the other work of the schools; but great difference of opinion exists as to what extent manual training should be introduced into the primary and grammar schools. * * * “ Whenever manual work can be performed in a school in such a way as to supple¬ ment and aid the acquirement of the literary work, its introduction is unquestionably not only justifiable, but desirable. For this reason it is desirable at this time to intro¬ duce into the primary grades the construction of forms in clay for use as models in drawing, and to teach the pupils how to represent them by drawing and to introduce into the grammar schools a continuation of the work, begun in the primary schools, of constructing forms in clay, and teaching the pupils how to represent them properly by 864 EDUCATION REPORT, 1887-88. drawing, also the construction of simple apparatus used in physics, and making in sand or clay contour maps showing the physical features of the countries studied by the grade. This work is possible, and when done will not only cultivate to an extent a correct use of the hand and eye, but will greatly aid the work of instruction in draw¬ ing, geometry, physics, and geography.” The superintendent would have the authorities “hasten slowly,” until by the aid of the work carried on at the Manual Training School and that of the Industrial Educa¬ tion Association, recently established, and of which many teachers are members, a bet¬ ter knowledge of the subject shall have been obtained. He also speaks of the waste of work in arithmetic, grammar, and geography. Boston , Mass. — The committee on manual training having been petitioned by parents and others to permit children not attending the public schools to attend the manual training schools of carpentry and cooking, the matter was broached at the full meeting of the school board by the chairman of the committee. The committee said if the matter was referred back to them with full powers they would permit such attendance when vacancies existed. This proposition was accepted by the board. Brookline , Mass. — The last report of this system the Office has is for 1887. A summer vacation school has been provided for by the school committee. “ When the new build¬ ing is finished on Boylston street it is hoped, ’ ’ says the committee, 4 ‘ to make industrial education a more prominent part of our course and utilize one of the rooms in the base¬ ment for this department.” Cooking had been introduced at the instance of the ladies of the advisory board and under their supervision and at their expense perhaps, for the equipment cost the town nothing. Three classes of six pupils each who should receive one lesson a week for twelve weeks. The plan has been as successful as the means would allow. Cambridge , Mass. — The manual training experiment has been tried in Cambridge now four years (it is regretted that the superintendent has not furnished this Office full sta¬ tistics of a work carried on so long). Annually seven classes each from one of seven grammar schools have received elementary instruction in carpentry. In this matter of manual training Mr. Frederick H. Rindge, of the city, has come to the aid of the school authorities and has presented them with a fully equipped “industrial school building;” but under. conditions that will only permit the authorities to cooperate in carrying out the intentions of the benevolent donor “so far as the industrial school ” is to be brought into connection with the public school system. [Mr. Rindge ’s school is particularly mentioned under “Trade Schools”]. Chicopee, Mass. — “ Should the town, ” says the superintendent, “ build anew high school building, I would advocate the establishing of a department of manual training for boys, in, at least, one industry, say that of light carpentry. 4 4 The association of mental training and the cultivation of manual skill are to-day recognized as most important factors in the education of boys in many of the largest cities of the Union. “Had we such a training, many boys who now leave school before entering the high school would continue in school through the course, feeling assured that in a great measure they were being fitted for the common duties of life, which must be performed by nearly all of them. Few can enter the professions, become book-keepers or clerks; most must make their subsequent walks in life through the avenues of industry, and must earn bread through some one of the industrial trades ; an admirable start towards this most desirable end would be given by a knowledge of the care and use of tools, which would be derived from a manual training course in school.” Hingham, Mass. — The superintendent of Hingham does not think that towns, single handed, can accomplish anything for the advantage of the young in manual training; but thinks in time State central schools will be established. Holyoke , Mass. — The school committee in their report say: “A well-developed public sentiment in favor of industrial education, which the city government should not fail to recognize, demands that some action be taken in the near future for the establishment of a school for this purpose. Generous offers of individual assistance are understood to have been extended as an inducement towards this end, and there can be no doubt of the usefulness and speedy success of such an undertaking in this city. ’ 7 Lynn , Mass. — “Last year,” says the superintendent, “our school committee consid¬ ered the expediency of introducing manual training into our city system. The matter was then referred to a special committee, which has recently reported that it is inexpe¬ dient to introduce manual training into our city system at present.” Rockland, Blass. — “There seems to be a growing sentiment among the common people in favor of introducing industrial training into the public schools,” says the school com¬ mittee. “The bent of the public mind to-day is towards something practical. Now, although there is just complaint that a great deal that is useless is being taught in our schools, yet the remedy does not lie in introducing tools, or in making a work¬ shop in the school-room. 7 7 Two reasons against the introduction of the study are (1) MANUAL TRAINING. 865 because there is hardly time now to teach the fundamental principles, as nearly all of the teachers have too much to do and too many classes; and (2) an intelligent and vir¬ tuous citizen is of more value to the State than even a skilled workman. Springfield, Mass. — The appropriation of three thousand dollars l'or the continuance of manual training and of the purchase of property for a school, shows, says the school committeemen, the favorable opinion of co-education of hand and brain held in their community. Of such instruction, girls as well as boys should have the benefits, and they recommend that two rooms of the manual training school be set apart for instruc¬ tions in cooking and domestic economy as usually taught. Waltham, Mass. — Early in the year 1886 the board appointed a subcommittee to pro¬ pose a feasible aud economical plan of grafting manual training upon the public school system. The plan recommended was elementary in character, and consisted of regular instruction at a bench with simple hand tools. “Inasmuch as this instruction,” says the school committee, “is wholly optional with pupils, and on no account will be al¬ lowed to interfere with regular and allotted work of any school, there can, we think, be little objection to give it a fair trial.” The superintendent has failed to reply to the Bureams inquiry for statistics. Watertown, Mass. — An education, says the superintendent, should 'be a preparation for life. A common school education, in as many ways as possible, should be a prepa¬ ration for usefulness in life. A true education is at every point in its advance double¬ sided, in-leading, and out-leading. Language has stamped this second side as the im¬ portant side; for if in its derivation education is other than out-leading the word is mis¬ leading. The world has pronounced the second side the important side. What it wants of a man above all else is productiveness. Froebel says, “It would be a most whole¬ some arrangement in schools to establish actual working hours similar to the existing study hours, and it will surely come to this.” “In fact, Froebel,” the superintendent observes, “founded all the manual training schools that are or shall be when he pub¬ lished his occupations for the kindergarten and his plan for a school workshop.” The superintendent summarizes the educational worth of ‘ ‘ industrial instruction ’ ’ as (1) awakening and training powers and talents which would otherwise remain dormant and untrained; (2) setting in activity the greatest imaginable number of senses and powers and securing knowledge which no other instruction can secure; (3) giving a foundation for much theoretical instruction and placing the aim of such instruction in¬ telligently before the children; (4) serving as a test for much theoretical instruction; (5) securing knowledge and understanding much more easily and impressively, and consequently more lastingly than ordinary instruction can ; and (6) teaching the child to value, observe, investigate, test, compare, and invent. A complete scheme of industrial instruction for schools under his charge would in¬ clude for boys and girls alike modelling in clay, drawing, and such other formsiof hand¬ training as are adapted to general school-room practice; for the girls only, sewing and cooking should be added, while for boys wood-working would be sufficient. The chairman of the school committee thinks it would be wise to try the experiment if it can be made without interfering with other branches. Winchester , I lass. — “The manual training department,” says the superintendent, “received its regular appropriation last March (1888), and, limited to sewing and car¬ pentry, it has given sufficient satisfaction to have its existence continued. My own opinion of the matter is that manual training under some of its elementary forms will be the salt to preserve our system of public schools and prevent us from becoming a nation of ignoramuses in skilled industries. ” Worcester, 31ass. — The sentiments of Superintendent Marble are well known. His re¬ marks on the subject of manual training have appeared in a publication of this Office that has already been placed in the hands of the inquirer.1 Bag City, Mich. — “ Of all the educational questions which are at present under dis¬ cussion,” says the superintendent, “that of technology easily occupies the first place, and many of our larger cities and several of our smaller ones have already made manual training a part of their educational system. By manual training is not meant the teach¬ ing of trades, which is merely mechanical in its processes, but the training of the mind through the practical application of the principles of mechanics. That the mind can be as thoroughly disciplined by this as by any other method of instruction is now gener¬ ally admitted, and the problem of engrafting it upon our present public school system is being carefully studied. The subject has not yet passed the experimental stage, but, nevertheless, sufficient results have already been obtained, especially in the schools of Boston, New York, Philadelphia, Omaha, and elsewhere, to warrant investigation. * * * Bay City cannot afford to lag in the rear, and I certainly hope that yon will give the subject the attention it deserves.” 1 Circular of Information, Xo. G, 1888: Proceedings of the Department of Superintendents of the IN. E. A. at its meeting in February, 1888. 55 ED 866 EDUCATION REPORT, 1887-88. Detroit , Mich . — On February 23, 1888, the Detroit, Mich., board of education received the following report of the special committee on the manual training school, through Inspector O’ Flynn: “Your committee, to which was referred the subject of the introduction of manual training in our schools, report as follows: The bulk of our children cannot make a living except through handwork. Intellectual training alone i3 therefore an insufficient pre¬ paration for life, so far as they are concerned. Man by nature is a tool user. As much of his superiority comes from his skilled hands as from his brain. Neglect to educate his hand and you deprive him of a large portion of his power. The hand is the peer of the intellect. It executes what the mind conceives. The most brilliant ideas are shorn of their splendor if the hand is without the necessary skill to express them. The hand and the mind should receive equal culture. True education looks after the whole man. Any education short of this is a failure. To make man a harmonious being, such as he was intended to be by his Creator, ail his powers must be equally developed. Such development, according to Everett, was found in Washington, of whom he said that he reminded him of a circle, every point in whose circumference is equally distant from the centre. The present system of education is strongly biased in favor of professional and literary pursuits,- to which there would be no objection were every man’s vocation in life law, medicine, theology, or kindred avocations. But these are not the callings for which the majority are intended. The average man must earn his bread by the sweat of his brow, and must be a producer, in order to obtain support. Manual labor has fallen into disrepute among us, and the result is that the great majority of our young men go into the professions, while we have to go abroad for skilled mechanics. The professions are overstocked, and two-thirds of their members earn very precarious livings. Those who do not seek the professions join the huge army of poorly paid clerks and book-keepers, or become Micawbers, dawdling away life ‘ waiting for something to turn up. ’ The condition of our girls is still worse. ******* “ Your committee, therefore, earnestly recommend the establishment of such a school, which may be termed the Mechanical High School. The literary high school is deemed a necessity by those who believe in purely intellectual culture. * * * In recog¬ nition of this claim our present high school has been established and generally supported. The working people of Detroit and the other friends of manual training are entitled to as much consideration as the advocates of purely intellectual culture, although they do not claim it, when they ask for the establishment of the high school for mechanics. The entire plant, when completed, will cost under $100,000, and the current annual ex¬ pense will never exceed $15,000, which is less than the annual cost of either the Bishop or Cass schools. For the first year the current expense will not exceed $10,000. “ Your committee recommend that at first so much of the building will be erected as will be sufficient for the study and recitation rooms required for the school when com¬ pleted, and shops for the first year’s class. The following year the balance of the build¬ ing which will be required for shops for the remaining classes can be erected. The cost of the site, building, and equipment for the first year will be $80,000, distributed as fol¬ lows: Building, $23,000; site, $25,000; the equipment of four work rooms for cooking, sewing, drawing, and carpentry, $3,000; equipment of study and recitation rooms for four hundred pupils, $2,400; contingencies, $8,600. The addition to be made to the building in the second year will cost $23,000, and the shops required for the second, third, and fourth years can be fitted up for $1,500 apiece. These figures are reliable, as they have been obtained from the superintendent of the Toledo Training School. “Your committee therefore recommend that an appropriation of $60,000 towards the plant and $10,000 for current expenses be asked for this year. These sums should be cheerfully given for the reason that all the schools actually need this year are a pi'imary school, to take place of the Clay School, and another in the neighborhood of the boule¬ vard. The new Clay School will cost $25,000, and the other $5,300. This happy con¬ dition of things, as our superintendent states, is owing to the fact that the schools built last year are sufficient to meet the wants of all who desire an education. Last year the amount appropriated for new schools was $146,511. The two primary schools referred to will not cost over the amounts estimated for them, the total of which is $30,300. An¬ other such opportunity for starting the training school may not be presented in years. Another argument in favor of it is that a portion of it can be used for the ungraded school for three years, during which the second, third, and fourth classes for the training school will be in process of formation.” The report was referred to the committee on finance without discussion. Minneapolis, Minn. — Metal-working is to be introduced and all the work now com¬ menced will be developed. The subject of sewing is also agitated, as we learn from the superiutendent in a late request for statistics and other information on that subject. MANUAL TRAINING. 867 Concord , N. IT. — The manual training school was organized by the school board act¬ ing for the Union School district. Boys of 14 were allowed to attend, on condition that they would maintain their regular school work, in classes of ten. Tho superintendent says that “the results attained are extremely gratifying and the interest among the pupils is great. Manual training is not compulsory, but all vacancies are quickly filled. No diminution of interest in regular school work is noticed in pupils attending the manual training school. The work is confined to carpentering, but will be enlarged so as to embrace other departments in the near future.” Dover , N. IT. — Under the head of “Practical Education,” the chairman of the school committee observes: “Occasionally we hear the demand for a practical education, and when we analyze the demand it is lound to be a claim that those subjects, and only those, be taught which lead directly to earning a living. When a celebrated artist was asked by what process he mixed his colors, he replied, ‘ I mix them with my brain, sir,’ and he who has the greatest brain power, other things being equal, can secure the best remuneration, whether his efforts be in literature or manual labor. The object of an education is to make a man.” Manchester , N. H. — The chairman of the school committee, under the head of “Prac¬ tical Education,” speaks of the need of developing it as already represented in the even¬ ing schools and in the high school. A strong contrast is presented by the day and evening schools. In the latter are those whom circumstances have compelled to learn the lessons of industry and “now need intellectual growth;” in the former this is re¬ versed. “There is an unmistakable demand for something supplementary to the com¬ mon school to meet this need. Drawing schools, laboratories, manual labor schools, and the like may seem to many of our older citizens like useless innovations, and yet the swiftly changing conditions of our day make them necessities. ” The vast massing of men in cities has revolutionized all conditions, and though the essential laws of educa¬ tion do not change, ‘ ‘ its methods and aims must move on. 7 7 The superintendent of the city says that though manual training is offered as the great panacea for prolonging the time the pupils remains in schools, its strongest supporters only advocate its introduction until the higher grades. While he thinks favorably of its introduction in these grades, he fears that it will not influence the primary pupil to continue his school life. Hoboken , N. J. — In the annual report of the board of education of the city of Ho¬ boken it is said of manual training, “industrial education,” as it is there called, “We are confident that this is a part of education which will never he thrown aside or be¬ come useless. It will assist families in many ways which cannot now be foreseen. It can be prosecuted quite successfully in the class-room. ” Mont Clair , N. J. — “I am convinced,” says the superintendent, “that manual train¬ ing is both intellectually and morally advantageous. Pupils lose nothing, but rather gain in the purely intellectual branches. Self-respect and ambition are frequently first awakened by success in manual work. W e shall very soon put in an engine and some turning apparatus.” Newark, N . J. — As the superintendent sees the question, all the confusion and evident contradiction arise from an incorrect and confused conception of what education really is. The best definition of this much-defined term that he has met is, a preparation for complete living. What is manual education? Y/hat is its object or province? Can it be made a part of the public school course? A sharp distinction, — he quotes President Gilman, of Johns Hopkins University, — should be drawn between physical, manual, in¬ dustrial, and technical education, and he thinks “the value of manual training as a means of general education and as a method of intellectual culture, and a means of pro¬ moting accurate expression, must be generally acknowledged. 7 7 ‘ ‘And I think further, 7 7 he continues, ‘ ‘ that it has great value as a preparation for the industrial or professional pursuits, or for advanced technical education, and I am forced to the conclusion that the time is not far in the future when it will take its place side by side with all other educa¬ tional methods and processes.” As to the introduction of manual training into the pub¬ lic schools, that is not a question, but a fact. Orange, N. J. — “The subject of industrial drawing,” remarks the city superintendent, “ suggests that of manual training, with which it is closely connected, and of which, indeed, it may be considered a part. While not unanimously endorsed, the balance of opinion among those whose views in educational matters are entitled to weight appears to be decidedly in favor of manual training in public schools. * * * If manual train¬ ing i3 introduced in the schools, the subjects taught cannot be added to the curriculum as it stands at present. School hours are already long enough. * * * It must also be strictly borne in mind that the idea is not to make trade schools, but to give such general training of eye and hand and mind as to better prepare the pupil for any busi¬ ness or profession he may follow in after life. 7 7 868 EDUCATION REPORT, 1887-88. Paterson , N. J. — The superintendent, in replying to the request for statistics, observes: “The results attained in wood-working, etc., in the training shop have been very en¬ couraging. The pupils have been enthusiastic in their interest, and many have exhib¬ ited natural skill or mechanical genius which would serve to point. a moral, i. e., that such pupils should be allowed to follow the 4 bent ’ with which nature has endowed them rather than to take up professions or employments for which they have no aptitude and in which they would prove to be mediocre. ’ ’ The purpose of the course is to de¬ velop thought while training the hand — hand and brain being co-laborers. The work may be enlarged, but what has already been done is quite elaborate for a beginning. ‘ ‘ The problem is how to work the whole in connection with the usual round of studies without undue interference with the essentials of the ordinary course. ’ 1 Albany , N. Y. — The superintendent says, after quoting the argument of the New York Industrial Association (page 832J: “ From our brief experience we believe that it is es¬ tablished that manual training is legitimate education work in our schools; that its tendency is to keep boys longer in school; that its effect is to round out the develop¬ ment of the pupil; that it promotes good order and discipline; that it has amoral force, and that it dignifies manual labor by removing false notions of degradation. * * * While in a few places the girls are put in the shops and given the course so success¬ fully with the boys, and while much that is forcible could be said in favor of such a plan, the general practice has been to limit the course for girls to sewing and cooking. It seems to me that if sewing were introduced, it would be best to use it in the grammar schools. To do this systematically and completely two or more special teachers would be needed to give as little as one lesson a week in all the grammar grades. The high school pupils are of an age and from surroundings such that would make instruction in ordinary sewing generally superfluous. 44 With my present lights I am not prepared to advise the introducti on of any spe¬ cialized form of manual training in the primary and grammar schools. We have draw¬ ing in all grades and with a few modifications this, the foundation of manual training, will accomplish its office of preparation. In the lowest primaries we have kinder¬ garten methods with constant instruction in form, color, modelling in clay and sand, etc., which need only be extended on the same lines, as the complements of drawing, to form a good preparatory course for shop work in the high school grades, at which point the pupils have attained a physical and mental maturity that will enable them to handle real tools with effect. “I would prefer a line of work with cutting tools, for instance, modelling and design¬ ing, followed by wood-carving for the girls; but a more complete preparation in the primary and grammar schools than we have now should precede any attempt to place such a course in the high school where alone it can be well managed. ’ ’ In writing to the Bureau the superintendent says that it is hoped that a cooking school will be added. Brooklyn, N. Y. — The superintendent’s remarks are so extended that only an abstract of them can be given. He quotes Emerson to the effect that “ Every thought that arises in the mind, in its rising aims to pass out of the -mind into act, just as every plant, in the moment of germination, struggles up to light. Thought is the seed of action, but action is as much its second form as thought is its first. * * * What is in will out. It struggles to the birth. Speech is a great pleasure, and action is a great pleasure; they cannot be foreborne.” The advocates of manual training, says the su¬ perintendent for himself, claim that it is essential to train the hand to express thought by “ action ” as it is to train the power of speech, and this is a more logical statement than to contrast brain training and hand training, as is sometimes done; it is thought expending itself inaction, not the physical movement, that trains. As to the claim that manual training is education, that it trains the hand and the eye and the intellectual powers, that, the superintendent thinks, 4 4 is founded upon but a meagre field of observa¬ tion.” To offset such claim he quotes from Dr. Harris, of Concord, Mass., who says: 44 1 do not think that the instruction of branches of manual training can be justified on the ground that they are of disciplinary value, and especially developing to the intel¬ lect, but if desirable at all their introduction must be defended on the ground of their general utility to the pupil as a future means of livelihood. ’ ’ To the claim that manual training lays the foundation for any trade he quotes from the same author that “Special training in one branch of manipulation gives the muscles a set in one direction and un¬ fits the workmen for other employments. * * * In general, the trades that deal with the metals and wood unfit one for the manufacture of textile fabrics, for the latter requires delicacy of touch.” On the other hand the superintendent is disposed to think that sewing and cooking 4 4 come within the category of things universal, and therefore might, perhaps ought, to be introduced in all our schools, ’ ’ and this can be done without disturbing the equilibrium of the school work or adding materially to its cost. To fill the really existing need of MANUAL TRAINING. 869 special schools to teach trades, the Pratt Institute (see p. 894) has been founded; hut in the grammar and primary grades the superintendent believes that only universal studies should be taught, until experiment has demonstrated the fitness of manual training for introduction. If wood and metal working are to be introduced it should be done in connection with the scientific mechanical course that he has suggested for the Boys’ Central School, where the courses are optional. Jamestown , N. Y. — “Training of the hands and the muscles, with a view to practical uses in the future,” says the superintendent, “is rapidly becoming an essential feature in the education of American youth. Already we have passed the limits of the field of experiment and many of our children are receiving the benefits of this department of instruction. ’ ’ Ncicbury, K. Y. — “Our work in manual training,” says the superintendent in a letter to this Office, “has proved very satisfactory. I do not think it has been a hindrance to other studies, but on the contrary, by increasing the interest of pupils in their school work, has incited them to greater activity in other branches. I think it has been the means of retaining pupils for a longer time in school. “The carpentry course will be extended through a fourth year. During the past year a five horse-power electro-motor, eight lathes and jig-saws have been introduced, and the salary of the instructor increased from nine hundred to twelve hundred dollars.” New York, N. Y. — As the city superintendent was a co-laborer in the work of preparing the report given on page S59, his opinions as to the value of manual training and the feasi¬ bility of introducing it into the public schools may be at least approximately inferred. The president of the board of education remarks of the action taken : “The introduc¬ tion of manual training of the simple and fundamental character proposed, so incorpor¬ ated with the regular course as to be illustrative and helpful, will, it is believed, be of much practical value. It will at the same time be so arranged as to add no additional burden to the course, require no extension of the school hours, and displace no impor¬ tant studies. “ It will tend, it is thought, to increase the pupils’ interest in their studies, to quicken their apprehension of them and of their practical applications, and to awaken natural ability. The monotony and burden of school hours will be varied, and the theoretical instruction there given be connected with the actual duties and necessities of life.” The number of schools having manual training is increasing, but no change or altera¬ tion of the course is contemplated. Yonkers, N. Y. — The president of the board of education, in speaking of “industrial education,” says that it can be properly arranged under two general methods: (1) general class-room instruction in the elements, aided by text-books graded to the capacity and progress of the pupils, as is the case with the subjects now taught in the schools, and by such object teaching with tools and industrial appliances as will best serve to illustrate the principles as they are taught; (2) manual training. The second method has been the one generally discussed and has been a stumbling block because educational author¬ ities have recognized from the very outset that to commence a carpentry course would leave them no alternative but compliance should a demand be made for instruction in stone- cutting or machine-shop work, and to accommodate all would be out of the ques¬ tion by reason of the cost. “For these reasons the progress of industrial education in the public schools of this country has been slow, while the righteous demand for a more practical education increases daily. We do not believe that the public schools can or ought to be made to take the place of an apprentice system, or of regularly organized or exclusively industrial schools. We do, however, most earnestly believe in the great use¬ fulness of a judicious employment of manual training to the easily limited extent of illustrating the principles taught in the class-room, and to that end and that only should tools and appliances be furnished for the use of the schools. We are profoundly impressed with the belief that a permanent, complete, and satisfying solution of the question will be found to lie in the direction of oral, text-book, and object instruction in the class¬ room in the elementary principles of mechanical arts in general, and their special appli¬ cations in the various industrial vocations. ” After noting that this instruction will impress the pupil with the dignity of labor and will increase the usefulness of the schools, the board recommend that a small appropri¬ ation be made for purchasing tools. Cleveland, Ohio. — The president of the board of education in his report expresses him¬ self on the subject of manual training thus: “The action of the board of education preceding ours, united with our own in availing ourselves of the permission of the Leg¬ islature to levy a tax of one-fifth of a mill for the purpose of training our scholars in manual and domestic purposes, proves to have been most advantageous and fortunate.” The remarks of the superintendent touching the purpose for which the school was founded are given on page 891, this being a manual training school. 870 EDUCATION KEPOET, 1887-88. Columbus, Ohio. — “ The subject known as manual training in more than one sense may be classed, ’ ’ says the superintendent, ‘ ‘ as one of the most useful that can be incorporated in the course of study in a system of schools. * * * Were no other object attained than the general culture derived from the skill it gives to eye and hand and the training of mind, it would be of great value; but besides it excites an interest in industrial opera¬ tions, and gives an opportunity for the development of power, which otherwise is likely to be overlooked.” After describing briefly the introduction of manual training into the schools of France, the superintendent continues: ‘ ‘ In view of the successful experiment in Paris, is it any wonder that members of the board are enthusiastic, and conscientiously work for the incorporation of manual train¬ ing in our school system ? * * * I venture the prophecy that not many years will elapse before, with modifications and adaptations, it will become a part of the curricu¬ lum of the public school system of all enlightened nations. I do not see in its intro¬ duction the correction of all defects, but I do believe it will greatly improve the present system.” Erie, Pa. — The principal of the high school speaks of the subject of manual training to the following effect: “ It is apparent to the most casual reader that the chief topic of discussion at the pres- * ent time in the education world is industrial education. Complaints of the inefficiency of our public school system in fitting our boys and girls for the practical duties of life are heard on every side. From press, pulpit, politician, statesman, and school man come the general charges that the public school courses are ‘ overloaded with too many em¬ bellishments;’ that the common English of the fathers is side-tracked by too many ‘extras;’ that public school education is ‘spread over too much ground;’ that it is a mere ‘ method-grinding machine, run by teachers who are the slaves of routine and red-tapism;’ that our public schools are ‘too much taught;’ that ‘under the wise neg¬ lect of old-time methods boys and girls developed far more individuality and strength than under the modern coaxing-coddelling-explaining-every thing system;’ that the entire tendency of public school education is towards the ‘ abstract, ’ towards the occu¬ pations that ‘involve only mental training,’ and away from the occupations that de¬ mand the use of the hands. ’ ’ The principal then quotes from public utterances of the governors of Massachusetts, New York, and Pennsylvania on the tendency of public school education to make in¬ dustrial pursuits repugnant to the graduates of the public schools, and believing such statements untrue he applies the crucial test, examining the statistics of his own school since its foundation: ‘ ‘ The*present occupations of those who have been educated in the public schools should most effectually show the truth or falsity of this charge. If true, the majority of such occupations should be mental in their character; if false, they should be manual or industrial in their character. “ These are the facts: In the 20 years from September, 1866, to June, 1886, there were 598 boys in attendance at the high school. As far as could be ascertained they were distributed at the close of the school year ending June, 1886,, among the following occu¬ pations: “In manual occupations there were: Trades, 85; railroaders, 22; farmers, 28; labor¬ ers, 7; ranchmen, 5; hackmen, 2; total 149. “In industrial occupations there were: Business, 195; civil engineers, 9; telegraphers, 6; stenographers, 3; chemists, 3; dentists, 4; draughtsmen, 1; Congressional page, 1; clerks, 97; total 319. “In mental occupations there were: Lawyers, 17; editors, 12; doctors, 7; teachers, 8; ministers, 5; literature, 1; artists, 1; total 51. “Miscellaneous were: Army, 1; Navy, 3; dead and unknown, 19; in school, 57; total 80. . “That is to say, out of all the boys who had high school education in these 20 years 468, or 78 per cent., are found in manual or industrial occupations, while but 51, or 8j per cent., are found in purely mental occupations. Does this look as If ‘ the main fault of our present system is that it leads directly and inevitably to that which is abstract and away from that which is practical ? ’ “To the objection that might be made to classifying ‘ clerks ’ as pursuing an indus¬ trial occupation, it may be said that if they are not industrial within the popular mean¬ ing of the term they surely can not be said to be pursuing a mental occupation. Indeed, oftentimes the calling of a clerk calls for more manual than mental expertness. Be¬ sides our book-keepers in bank or store, clerks also include those who serve behind the counter, and more frequently than any other the calling of clerk is the first round in the ladder that ends in business. ” So interesting are these statistics, contrasting so pleasantly with the jail statistics, which are being made the most of to bring the public schools into contempt, that, although MANUAL TRAINING. 871 somewhat inappropriate here, we will give the record for the girls. Of the 870 girls who attended the high school during the twenty years of its existence, 291 arc at home, 243 are married, 122 are teachers, 22 are clerks, 22 pursue a trade, 4 arc domestics, 40 have died, and 132 are in school. “Industrial education — instruction in the principles of drawing and construction, and in the principles of the various trades — is undoubtedly a proper thing for our labor¬ ing population to get,” the principal continues, “but it cannot be imparted successfully as a part of public school instruction without changing the entire character and scope of our public school courses. They would have to be reduced to a minimum in order to make room for the industrial feature.” New Brighton, Pa. — “We incline to the belief,” says the superintendent, “ that out¬ side of industrial drawing, modelling, etc., more nearly in the line of illustrative school work proper, manual training is not suited to smaller nor below the average high towns school grade. The future is not clear. Well-qualified teachers are difficult to obtain and public sentiment is not ripe for it.” Pittsburg , Pa. — “The cooking school has been wonderfully successful and is very popular with our people,” says the superintendent, “and it is likely that one or two more will be opened.” Beading, Pa. — “We are about to introduce manual training; it is pending,” says the superintendent. Tidioute, Pa. — “Manual training,” says the superintendent, “ makes our pupils think more of themselves, makes them more careful and practical. They do not despise work and are more self-reliant. It takes away much of the drudgery of school work. It strengthens the muscles, thus aids the mind. It interests parents, thus aids in govern¬ ment. It cultivates the perceptive faculties, demands close attention, connects mind with matter, thus laying a broad foundation.” “We have not yet done much in iron forging,” continues the superintendent. “I think we will finally confine the boy’s work to Sloyd. We desire to add household economy.” Williamsport, Pa. — In reply to a request for statistics, the Office having information that led it to believe, erroneously it appears, that this city had introduced manual train¬ ing, the superintendent says, after correcting the mistake, “If it should, in the course of time, prove a success in places where it is now on trial, I feel satisfied that its claims as an educational factor will find recognition in this city.” Providence, B. I. — “There is no manual training in the public schools of Providence aside from drawing, paper-cutting, clay modelling, and sewing.” A request for statis¬ tics has as yet failed to elicit a response. Newport, B. I. — The school committeemen say that the subject of “industrial educa¬ tion ’ ’ has engaged much of their attention during the past year, and they have watched with great interest the two schools that have been established by private individuals. “ We are convinced, ’ ’ they say, ‘ ‘ of the great utility of such schools, not only for the distinct items of knowledge they impart, but for the invigorating effect of their training in a practical way upon the regular school work. “No way has yet been found by which the common and the industrial schools can be made to cooperate in point of their respective hours of session. The best way is not yet clearly apparent to engraft the subject upon the public school system in an intelli¬ gent, helpful, practical manner. What direction it shall take, where it shall begin and where end, what modifications it needs to bring it into our present course of instruc¬ tion, are problems which environ the subject with difficulty. No more important edu¬ cation question has arisen in our midst for many years, and it is to be hoped that it will continue to hold attention until industrial training shall attain the footing in our curriculum which its importance demands.” Paictuchet, B. I. — Under the head of manual training the school committee says: “It is also desirable that in connection with our schools there be established, on a limited scale to begin with, manual departments for the especial benefit of the boys, wherein they should be taught the names and uses of tools employed in the mechanic arts — woods in variety, their different qualities and where grown, etc. Passing from our schools with even a slight technical knowledge which might with profit be imparted, it would prove to be of great value to them on entering upon their practical work of life. ” Knoxville, Tenn. — The cooking school has recently been enlarged and it is contem¬ plated to introduce manual training into other schools of the city. La Crosse, TF/s. — It is not yet decided as to the extension of manual training. “We aro watching other places where shop- work in wood and iron is carried on, ’ ’ says the superintendent. 872 EDUCATION REPORT, 1887*88. At the 43rd anniversary of the New York State Teachers’ Association, Prof. E. A. Sheldon of the State Normal School at Oswego, read a paper on the ‘ 4 Mental Effect of Manual Training,” in which he said that the term had a wide range of meaning, as it applies to all modes of expression through the instrumentality of the hand. The hand is em¬ ployed to give expression to the ideas that exist in the mind. Manual training is sim¬ ply language put in objective form. As no one questions the value of language in edu¬ cation, the value of drawing, painting, modelling, and the mechanic arts should also be recognized. Modelling comes first, as the simplest and easiest, and is capable of awak¬ ening the deepest interest in the child. It gives definiteness to mental concepts. After modelling follow geometric forms in paste-board and paper and the representation of such forms by drawing. Here again the mind is trained by deriving its concept from the thing which has been formed and drawn. It is questionable whether we do not overrate the value of drawing for training the eye and the hand and underestimate its bearing on intellectual training, for it not only gives accurate concepts, but fixes them permanently. All that is true of work in plastic matter is preeminently true of work in rigid substances. “There is an instinct in a child that gives delight in overcoming difficulties, and leads him to enter upon this part of his work with that lively interest that insures the most intense and fixed atten¬ tion.” A pupil will carry on quite as much intellectual study in connection with tool- work as without it, and with more ease. The work, as physical exercise, refreshes and invigorates, and as mental training awakens a feeling of conscious strength and moral dignity. No distinction should be made between the boys and girls in giving book instruction, since it is as much adapted to the latter as the former. Sewing and cooking are not as effective as the other forms of manual training. Modelling and drawing as mind-train¬ ing studies are beyond dispute; as to shop-work, it is not yet so certain, but in all prob¬ ability will be a valuable aid if educational results are uppermost. At the thirty-fourth annual session of the State Teachers’ Association of Pennsyl¬ vania, in September, 1888, a symposium about 4 4 industrial education ’ ’ was a feature of the occasion, the speakers being Mr. Powderly, the head of the protective association of workingmen, Mr. Fetterolf, president of Girard College, and Mr. Miller, principal of Girard College Manual Training School. Mr. Powderly said that all the change which has swept over the face of nations in the last thirty years is attributable to the work done by the schoolmaster, for he gave the foundation to the inventive brain, which had in¬ vented railways and constructed mills, furnaces, and shops, “and through the stimu¬ lating influence of our public school system, the best the world has ever known, we find the United States ahead of all the nations of the earth in point of advancement in ideas, perfection in machinery, and skill in the management of it.” But the schools are not as good as they will be when they train the mind and hand together. Were a shoemaker, dead thirty years ago, to enter a shoe manufactory of the present day, he would turn away sick; he would be unable to understand the “machine stitcher, heeler, welter, laster, pegger, waxer, and buttoner.” The man of thirty years hence will be even more puzzled, 4 4 for the wonderful machines that we use to-day will pale into insignifi¬ cance compared with the machines of the near future.” What has this to do with the American youth ? Everything. He must not stand in idleness, waiting for something to turn up that he knows how to do. A system of industrial schools in which the uses of tools and the importance of science and art should be inaugurated for him, because an apprenticeship of four to seven years may only put him in possession of a trade for which there is no use. Unskilled labor will soon be unknown, and everything will be done by the aid of 4 4 one of the new agencies of force, ’ ’ directed by the hand of science. “Trades should not be taught in schools; but the American youth should be so in¬ structed in hand and brain as to enable him to cope so successfully with the agencies of the world’s production as to break the power of the unscrupulous employer, and make machinery the slave of man, instead of the hard, unrelenting master it is to-day. ’ ’ Every school should have a machinery laboratory, and a miniature farm attached, and the use of the shovel, the pick, and the plough should be taught as well as that of the lathe, * anvil, and painter’s brush. Mr. Fetterolf said in his paper that the education of the great mass of the people of our country was done in the public schools, and as they leave the school they carry with them the ideas and habits which they have found in them, and their failure or success in life is in a large measure due to these schools. The school should teach the pupil how to think and work, to earn his bread, to be a useful member of society, a good citizen, and to enjoy life. The school of to-day educates in only one direction — it fails to meet the requirements of our changed social condition. It is to be expected, perhaps, that the teachers themselves will not be the first to see the defects in any system of education; it is the men who employ our boys who are to judge of the training they have received. MANUAL TRAINING. 873 Professor Miller in his paper said that two things might he regarded as definitely settled already: 1. That the moral effect of associating some form of industrial training with the purely mental discipline lor which the common school has stood hitherto would be very great in inculcating just ideas of the dignity of manual employments, and pro¬ moting the higher and nobler views of life which the entertaining of such ideas implies. 2. That we are firmly committed to the policy or principle of depending upon the public school to supply a good many wants with which its functions were regarded as very remotely connected only a few years ago; and that among these wants is that of skiil in the trades, the decline of which has attended the decay of the apprentice sys¬ tem. At the thirtieth annual meeting of the New Jersey Teachers’ Association Principal John M. Green made a statement that of 160 teachers all hut 25 thought that manual training should be taught in the public schools. All but 39 were doing everything pos¬ sible in the way of manual training. Only 77, and these are mainly in country schools, are not doing kindergarten work. ‘ ‘ Our thoughts, ’ 1 says the State superintendent of California, ‘ ‘ are ever seeking expres¬ sion, either in speech or in action; and to express thought by action we must either em¬ body the idea in concrete form or pursue some particular course of conduct. A complete education requires the training of the hand to express thought by action, as well as the training of the intellect and the power of speech. “ "While some persons may dispute the last assertion, all must admit that it is not the mere action itself that trains, but the expression of the thought in the action. The aim of manual training is complete development, and when properly adapted to, and con¬ nected with, other accepted school training it should produce artful hands, seeing eyes, and well-trained minds, able to express thought in things as well as in words; able not only to express beautiful forms on paper, but to embody those forms in clay, wood, or metal. Just how far manual training should be carried as a part of the course of train¬ ing in our public schools must depend upon future experience. In my opinion the pub¬ lic schools should not be called upon to teach special trades, but they may properly lay Ihe foundation for any trade and become a help in selecting some particular trade. “Multitudes of boys and girls, young men and young women, terminate their school and college days every year who do not know how to turn their brains or their hands to any one occupation by which they can earn an honest living. The State is wealthy in proportion to its producers rather than to its consumers; it is therefore argued by many wise men that the State should take the industrial education into its own hands.” The State superintendent of North Carolina discusses the subject of manual training in the following terms: “Education is not merely, or perhaps principally, book learning, not merely a knowledge of reading, writing, arithmetic, English grammar, geography, history, etc., which the boy or girl may carry into every-day work, but education is development of brain power — a development of all the faculties of the mind along with physical power and a knowledge of facts. Our young people must be taught to think, reason, and observe for themselves, and any process that secures this result will educate them. There is much discussion now about manual and industrial training in the public schools, and the leading argument in its favor is that in the exercise, mental and physical, of doing work with the hands, the young people are not only developed physically, but are taught to reason, think, and observe for themselves, and in a prac¬ tical way to apply what they learn from books. * * * Because manual labor is so great an educational factor, and because children in cities have not so great opportunities in this direction as do the children in the rural districts, manual training for the children of the cities in some substantial way, either by private means or in the public schools, is a thing very much to be desired. ” INDUSTRIAL ASSOCIATIONS. A meeting looking to the organization of an industrial association was held in Balti¬ more. Md., June 24, 1387, and a permanent organization effected in November follow¬ ing. Many of the teachers belong to this society. In his report to the board of trustees of the New York Industrial Education Associa¬ tion, the president sums up the work of the year. Of bis remarks we will attempt to give but an outline. Education, says Dr. Butler, has escaped from the theologian and philanthropist, but lingers in the hands of the politician. It is a science, and as a science means the study of the child and its environment, means death to whims and fancies, and the gradual displacement of crude theory and imperfect methods. This is the platform of the New York Industrial Association, which 4 * believes that education is the training of the child for life, and that as our knowledge of the child increases and the conditions of life change, the means of education must be adapted to this knowledge and to these condi¬ tions. It views education as not stationary, but progressive, and holds that any endur- 874 EDUCATION REPORT, 1887-88. ing advance must be the product not of revolution, but of evolution.” Industrial training to have its fullest value must be an integral part of general education. This is the fundamental principle of the work of the association. If manual training is technical training, if it is only a passing fancy, then the association’s work is in vain, but as manual training is neither, its work is justified and will be successful. The work is of two kinds, propagandising by literary methods and by establishing schools. In the literary way a series of leaflets and another of monographs are pub¬ lished, and a most extensive correspondence, foreign and domestic, obtains with those interested in the propaganda, while the officers lecture most assiduously. In the educational way, a college, a model school therefor, and a number of special classes have been instituted. The college and its model school have been fully spoken of in the chapter dealing with the training of teachers; only the public school and “extra classes,” therefore, claim space here. The pupils of several public schools in the vicinity having been invited to enjoy a course of manual training free, over two thousand four hundred applied, of whom only one thousand four hundred could be received. “Overflow classes ” were formed, meet¬ ing in the evening and on Saturday morning. As these classes were held during the hours of recreation, they dwindled until they numbered in all 508. ‘ c In accordance with our policy, ’ ’ says Dr. Butler, ‘ ‘ of reaching as many teachers and students as possible, we have found extra classes for applicants whenever possible.” There were 7 such classes in domestic economy, having 111 students, during the year. Trained teachers were also furnished to other schools. Several large institutions and prominent private schools have been reached in this way. In sewing 466 pupils have been instructed in 9 classes, in domestic economy to 251 in 12 classes, in industrial art to 37 in 2 classes, and in wood-working to 65 pupils in 3 classes; in all 33 classes and 930 pupils. CHAEACTEEISTIC3 OF MANUAL TRAINING IN PUBLIC SCHOOL SYSTEMS AND STATIS¬ TICS foe 1887-88. So much is being said about manual training as a theory that its existence as a fact has not received the attention that would have been accorded had its growth been more uniform and its advocates more consistent. Naturally it is to this Office that the edu¬ cating public looks for information as to the annual condition of manual training and the progress it annually is making. In our last report we endeavored to find our way to some conclusions, though hampered by want of statistics, and the rather diverse grounds upon which the subject was being introduced. Since that report the theory of manual training has assumed a definite form, and we hope that our tables, the first of their kind and, perhaps, not immaculate, will also give a definite form to the facts of the subject. Table 71. — Showing Number of Instructors , and Pupils in the Several Branches of Manual Training. MANUAL TRAINING. 875 £ a i 5 | 2 1 3 » » ! s 1 5 J 1 r3 c 'b I ; § j * S ? ? S £ jj & £ T c£ 1 | 1 1 1 fl == « * . * J . . 8* c p jC jO ^ pS'oO ^5 0 So SSo 6 6 t> i 6 % o •ssbio c Suirajog «* i 22 iS2 i jSB^SS j i s i : es i * i ; - ; i i ; : i : : : : ; : •jaqmnisi 3I0X1A1 1 |8 N ills ! Ilgggggsgsgg s 1 55] i= “ 1 i s' not jonajsuoQ uj e mi i o : ; o o joooo ioorto-ojs^ocooo j : 5 ;q i ; “• “ 5 8 ! E j •si-HO— Suptooo ui Si i wcooo icoco ;oo :ONS-OOCOgO j „ p i ; j o 1 ■SP!9- SO]M3S UI X 1 8 i|°g j i°J2 i®SS2°g®8 8° i = rfj* jo S M H! "S- "" ! Q : : : : : 1 o' S'~' •S-Cog — Su^ioAi-pooAV UI 2 S^SS !882g i§8Sg228c8°SgS 1 if” " i e| Grades Taught. 9 » nmmimmmmnn i 5 nmmimmMimim i ®- i : : : : : : =4. i M : : i : = i : t I::-:! iS = : 6 ! ! il i U 2.5-3.: j : j j j| j j : j j :| j j 1 i H* i II ! !l S ! l i ! is ! i * 1 If* j iBgiJaj i ! ! [^ ; j 1 ;; ;|| ! ! i.=f ! !|S = !1,3 U is.; M i 5f : i mu i ?!!Sll3iB|>>l-l!| !?ii!.iS^ll i WH!i mama m 14! tel ■3fiOA\.TOJOjiJ9q;o jo uot^onj;suoo 1 i ! N — < iOHNOHHHHHt'U® j CO : t? IS CO j : : : : : : s : 8 •SamBiQ - n m ! m m r n ns ns m i : : =ij ill r* £ 1 jo uoxionjjsuoo j M 1 I||1S1|1|| liiiiiiiniiiii i •SniM.'Bjg 1 1111111111 iiiiiiiiiiiiiii i System of Public Schools. New Haven, Conn . Washington, I). C . Beardstown, Ill . Moline. Ill . Peru, Ill . Humboldt, Iowa . Oskaloosa, Iowa . Boston, Mass . Springfield, Mass . Winchester, Mass . Minneapolis, Minn . Stillwater, Minn . Concord, N. II . Mont Clair, N. J . Paterson, N. J . Albany, N. Y . Jamestown, N.Y . Newburg, N. Y . New York, N. Y . Meadville, Pa . New Brighton, l*a . Pittsburg, Pa . Tidiouto . Knoxville, Tenn . Eau Claire, Wis . La Crosse, Wis . Total . a See p. 880 at seqq. 6 Both sexi 876 EDUCATION REPORT, 1887-88. In preparing its form of inquiry the Office included the query as to the date of intro¬ ducing industrial drawing as giving information by implication and, in addition, as a means of comparison with the date of the introduction of construction work. It can¬ not see that there is any inference to be drawn from the comparison. The dates are, as a rule, very far apart or quite close together. In two or three cases drawing followed manual training. But it is surprising to find how near the beginning we are of the adoption of manual training. Two-thirds of the systems have only been practicing manual training since 1886; not quite half have been established within a twelve-month, and Jamestown, N. Y. , where the system has gradually been introduced since 1877, is quite old in this re¬ spect. This is called to the reader’s attention, since it entails incomplete statistics. The statistics for drawing, teachers and pupils, were not asked for, although several superintendents in their efforts to oblige the Office have included them. In New York City and in Meadville and Tidioute, Pa. , every teacher is a drawing master or mistress, and it is presumed to be the same in many places. As to the statistics of the teaching body, it may be said that wood-working requires a special teacher; and cooking and sewing, in all likelihood, may be placed in the same cate¬ gory. Jamestown, N. Y. , and Knoxville, Tenn. , have both an abnormally large corps of instructors, due to the wider range of the training, both having introduced printing. At Eau Claire, Wis., Minneapolis, Minn., and Tidioute, Pa., where the work is well*organ- ized, the instructing corps is large in proportion to the other statistics. The column giving the grades in which instruction is given is intended merely to show where the training as a whole occurs, and not in what particular grades each subject of the course is taught, although in two or three instances something of the kind has been attmpted. A full synopsis of each return is given in the text1 to obviate constantly saying a thing and then modifying it in the table. Wood-working is only for boys of the upper grammar and high school grades; that is plainly shown. Sewing has no particular place. In one place it is given during the “second to fourth years,” in another during the “fourth to sixth years;” in another in the “fourth to sixth grades; ” in another in the “ seventh and eighth grades. ” Grades or years do not mean much, however, until it is known that the “first grade ” is not the last one. Cooking is a grammar school study, though the table does not show it. Construction is the connecting of the kindergarten with the subjects of tool work, cooking, and sew¬ ing; this also the table does not show; nevertheless it is a fact, as shown by the pro¬ grammes, pp. 852-856. Any changes in curriculum that the introduction of this study has caused, that is, in the way of forcing out the older and established studies, are noticed under city systems. . Considering columns 7-10 we find that all manual training work above the kinder¬ garten may be grouped under the four heads of those columns. Wood-working is the work for boys, while sewing and cooking are for girls and construction work is taught to both boys and girls. The introduction of wood-working is not always accompanied with sewing much less with cooking, but it is very evident that where sewing and wood¬ working are both present, the sewing pupils are frequently far more numerous than the wood-working. Take Newburg, for instance, where the disparity is as 4 is to 1, or New York, where it is almost 5 to 1. This is natural, for sewing is, like drawing, perfectly consistent with work of the school-room. In an age when sewing machines are con¬ stantly becoming cheaper as patents expire and “the condition of a sewing girl” is synonymous with poverty, the commercial value of sewing must be small, and even its domestic value, except in certain forms, not what it was thirty years ago; but the habits of attention which it engenders, facilitated by having something tangible to attend to and its peculiar character as a feminine occupation, eminently fit it for the manual training of girls, although it is said to be not so effective as other forms (page 872). As far as the table .goes Washington, Boston, New Haven, New York, Pittsburg, and Knoxville are great centres of cooking. At Washington, Boston, New Haven, and Pitts¬ burg the central school plan has been adopted, as described in the report preceding this. At New York. and Knoxville this objectionable feature does not obtain. New Haven has just introduced the work; at Pittsburg it is likely to be extended, although the New York Committee on Manual Training, reporting June 29, 1887, say that as to the intro¬ duction of cooking into this city it had not yet even been dreamed of. It appears that the introduction has been facilitated by private means, a citizen, Mr. Phipps, jr., having employed a teacher. It is difficult to see how construction work, as a matter of training of the sense of form and of developing constructive faculty, can be objected to. None of the disagreeable elements of shop-work, so strenuously urged by the opponents of manual training, are present; no central shop, no shop in garret or cellar is necessary; the work is done at the pupils’ desks. “Modelling,” says Mr. Chas. G. Leland,2 “is drawing in clay. Any Page 880 et ssqq. * Circular No. 4, 1882, of this Office. MANUAL TRAINING. 877 child who can copy an old shoe with a pencil can make it from aplastic material. More than this, it is easier to model anything than to draw it.” The geometrical conceptions implanted by construction (geometrical forms in paper and clay) cannot fail to commend the work to those who would sustain the study of geometry when it has become a matter of definitions, axioms, and logic. In fact, to attack it is to attack object-teaching, and thus reverse the usual order of present educational procedure. Drawing is intimately connected with construction, the two advancing hand in hand. If the reader will turn to p. 843 this fact will be shown as practiced in the schools of Moline, Ill. At Wash in "ton undoubtedly is manual training the most extensively introduced; New Haven following, and Paterson, N. J., where “clay moulding, sewing, and kinder¬ garten work ” is “preliminary to all,” comes next. In New York City the work has been introduced into several schools only and is an experiment. In Meadville, Pa., and Jamestown, N. Y., the work is thoroughly introduced, and those systems give the instruction only to twelve or fifteen hundred pupils because there are no more to give it to. Of the 20 systems giving instruction in wood- working 7 have a shop in the building in which the manual training pupils pursue their literary studies. In New York City there is known to be more than one school thus provided with a shop. Beardstown and Minneapolis are known, and Mont Clair thought to have but one shop. Cooking, with the exception of New York City, also requires the pupils to attend a central school. The totals have been obtained, as they may be of some use to the reader, though in¬ adequate for statistical manipulation. Table 72. — Number and Duration of Lessons a Week for 3Ianual Training Classes. System of Public Schools. Lessons a Week in — Wood¬ working. Sewing. Cooking. Construc¬ tion. 1 Number. _ Duration of each. Number. Duration of each. Number. Duration of each. Number. Duration of each. Hrs. Hrs. Hrs. Hrs. 1 New Haven, Conn . 1 2 1 2 Washington, D. C— . 1 2 i | i 1 2 2-5 i-1 3 Beardstown, Ill . . . . . 2 1 2 1 1 1 0 0 4 Moline, Ill.: . 0 0 1 1 0 0 1 j l 5 Peru. Ill . 4 4 ; 0 1 0 0 u 6 Humboldt, Iowa . . . o l 0 i 0 0 0 0 0 7 Oskaloosa, Iowa . 0 0 1 3 1 0 0 S Boston, Mass . . . 1 2 2 1 1 2 0 0 9 Springfield, Mass . 1 14 0 0 0 ■ ° 0 0 10 Winchester, Mass . 1 i 0 0 0 0 11 Minneapolis, Minn . 5 ! 1 H 2 1 0 0 1 1 12 Stillwater, Minn . 5 I l 0 0 0 0 1 1 13 Concord, N. H . 1 1 ^4 0 0 0 1 0 0 0 14 Mont Clair, N. J . 2 | l 2 1 0 0 2 1 15 Paterson, N. J . 1 1 I . IS Albanv, N. Y . 2 l 0 i 0 0 0 ! 0 0 17 Jamestown. N. Y . 3 ! 2 3 1 (a) 4 A IS Newburg, N. Y . 1 1 3 1 i4 0 0 0 O3 19 New York, N. Y . (&) 2 1 1 1 1 5 20 Meadville, Pa . 0 0 0 0 0 0 3 * 21 New Brighton, Pa . 2 1 2 i 1 0 0 0 0 22 Pittsburg, Pa . 0 0 0 0 1 1 . 23 Tidioute, Pa . 3 1 2 1 0 0 1 0 0 24 Knoxville, Tenn . 2 1 2 1 2 1 0 0 25 Eau Claire. Wis . 2 14 0 0 0 0 0 0 26 T.a Crosse. Wis . . . . 1 1 . 1 1 . i 1 1 1 . 1 a “ One day each week.” b See text, p. 8S2. Considering Table 72 as a whole, it is a matter of some difficulty to arrive at any gen¬ eral conclusion. If the reader will turn to page 853 he will find the manner in which the several subjects have been woven into the public school curriculum of New York City, and can draw safer conclusions than can be conveyed by many words. Considering the columns individually, lessons in wood-working consume about two hours of the week. Minneapolis and Stillwater, Minn., are decided exceptions to this, at each place a daily lesson being given; but in both instances wood- working is confined to the high school pupils. Had the superintendent of Minneapolis filled the blank for manual training schools (those contained in the second part of this section) the statistics 878 EDUCATION REPORT, 1887-88. of the wood- working department would have been included with them; for it is contem¬ plated to introduce metal- work (forging ?), and the school will probably follow the type set by the St. Louis Manual Training School. The lessons last for one hour, or for two, according to their frequency during the week. In making these, as in making the following general statements, variations have not been noted, and the statements should be compared with the table itself. Sewing shows more uniformity; the time a week is two hours, the number of lessons two as a rule, the time an hour for each. Peru, Ill. , is quite an exception. One lesson is |iven in cooking a week. At New Haven, Washington. Boston, and Oskaloosa the time is two or three hours a week; at New York and Knoxville, one. As to construction work it seems that in several instances it has just got a finger into the glove, if the curriculum of the public schools may be compared to a glove, and in others has got the whole hand in, and has the usual thirty minutes consideration every day or two. TABLE 73. — Cost of Introducing and Maintaining Manual Training System of Public Schools. Cost of Plant. Teachers’ Salaries. Cost of. Materials. New Tools and Repairs. 3 £ *3 1 3 3 4 5 6 New "FTaven, Conn . §1,000 5,000 200 $900 7,550 300 $119 500 25 113 20 20 100 420 Washington, R. C . Beardstown, Ill . 10 10 Moline, Ill . Peru, Ill . soo 100 (o) 125 100 0 5 0 TTnmhnlrlt, Towa . . . Oskaloosa, Iowa . . . Boston, Mass . „ . Springfield, Mass . 500 150 1,200 300 188 100 SOS 118 Winchester. Maas . Minneapolis, Minn . Stillwater, Minn . . . . . 300 500 350 198 600 Concord, N. H . 7C0 450 940 800 1,200 1,400 1, 491 350 1 400 ! 51,100 900 1,447 720 1 150 100 50 Mont Clair, N. .T . Paterson. N. J . 440 175 80 479 3,075 50 424 10 10 1,080 82 15 15 99 301 Albany, N. Y . Jamestown, N. Y . . . Newburg, N. Y . . . . 705 4, 509 ! 90 1 500 1 SOO 2,000 ! New York, N. Y . Meadville, Pa.... . . . . . New Brighton, Pa . 0 Pittsburgh. Pa . 200 200 115 30 Tidioute. Pa . 500 199 - 10 50 361 5 Knoxville, Tenn . Eau Claire, Wis . 325 La Crosse, W^is . . . . . . . Total . IS, 127 22,373 ! 6,179 3, 151 1,526 a Donated by ladies. 6 Paid by a citizen for two years. One of the great objections to introducing manual training is the cost. This is per¬ fectly valid as applied to the shop adjunct in which wood-working is given, but it will not hold against construction work, which has lately taken a definite shape. The New York committee on manual training gave the following estimates of the cost — (а) Of beginning: Workshop outfit . $300 Kitchen outfit . 200 Construction or preparing room for each . 60 (б) Of maintaining for a year : Renewing outfit, 10 per cent.; of— Workshop., . 30 Kitchen . 20 Material for — Wood-working . 50 Kitchen . 100 Sewing . 50 Construction work . 25 MANUAL TRAINING. 879 To pay tlio tcacliera necessary to instruct 60 departments in wood- working, cooking, and sewing, respectively, and 240 departments in construction work, the committee estimate that $05,000 would he required and, in addition, $3,500 for an assistaut super¬ intendent. The committee docs nob say what each kind of teacher should be paid, or how the amount should be apportioned; but as it gives the cost of introducing manual traiuiug as construction work and sowmg into all these schools, and as wood-working and cooking into one-third of the grammar schools (of which there are GO), some idea may at least be obtained of the relativercost of the force teaching these wood-working and cooking, it being understood that a teacher of cooking is not available as a master of a wood-working shop, and that both subjects are grammar school “ departments.” The cost of teaching construction and sewing in all the schools and wood-working and cooking in 20 grammar schools will be, estimates the committee, $25,000; that is, for teachers’ salaries. The estimate, as stated above, for salaries of a force to teach the sev¬ eral forms of manual training in all the city schools, including -wood-work and cooking in GO grammar schools, is $65,000. It follows then that the cost of the force for teach¬ ing wood- working and cooking in 40 grammar schools is $40,000, and as for GO grammar schools it would be $60,000, the comparatively insignilicant sum of $5,000 is lelt for the teaching of sewing in 60 grammar schools and construction work in 240 ‘ ‘ departments. ’ ’ Considering this and the fact that no outfit is required or workshop to be fitted up, ob¬ jections to the costliness of construction work are not well founded, unless the word be used by the objectors in a figurative sense as applied to waste of time. Returning to the inferred estimate of $40,000, and for the sake of the argument con¬ sidering the teachers of wood-working and cooking to be on an equality as to pay, $20,000 may be assumed to be the cost for the teaching of 40 wood- working “departments ” or shops; that is, $500 for teaching each department; not $500 a teacher, however. It is the same for cooking. Having obtained the cost of teaching we can now complete the committee’s estimate. Using the figures given above and forming a table, the cost of starting and running a wood-working department for one year has been estimated to be: Outfit . $300 Preparing; room . 60 Material used . 50 Teaching- . 500 Total cost of wood-working for first year . . . 910 The following year it will be about $580, the new tools and repairs about $30. If there be in Table 73 any systems having, so far, only introduced one subject, and which also give the number pursuing it, some averages could be made. Such, in point of fact, there are for wood-working and for cooking; sewing and construction are too in¬ expensive to call for comment. In our last report, however, it was remarked that the cost per capita of introducing wood-working “ is a very difficult question to discuss. The word ‘equipment ’ may include 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 fictitious 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. ’ ’ From this it will be understood what is meant by “Attendance Weekly” and “ Size of Class ” in the following table and why we use these terms: Per capita cost of instruction in wood-worJcing. Lessons a week. £ a Per capita cost of- System of Public Schools. Num¬ Dura¬ tion O "y Outfit, based on— Maintaining, based on — ber. of each. o o 5 3 Attend¬ ance Weekly. Size of Class. Attend¬ ance Weekly. Size of Class. Humboldt, Iowa . . . 2 hours. 1 12 §4.17 §8.33 §5. 00 §10. GO Boston, Mass . 1 2\ 20 a5.00 50. 00 7. 50 75.00 Springfield, Mass . 1 1* 12 65.68 41.66 &26. 27 6192. 66 Concord, N. H . 1 2 h 10 5.00 50.00 10.00 100.00 Albany, N.Y . 2 t 24 2.40 26.00 4. CO 41. 65 aThis lias been inferred in this way: The total cost for the first year, outfit and maintenance, was §2,500 for 20 pupils ; that is, §12.50 or §125. For the last year for maintenance alone it was §1,500; that is, §7.50, or §75. The expense for maintenance during the last from the expense for maintenance and outfit of the first year leaves the amounts we have given. 6 Not including a class of 38 teachers. 880 EDUCATION REPORT, 1887-88. Cooking is the only form of manual training that has as yet been introduced into Pitts¬ burg, thus giving an excellent opportunity for instituting the inquiry now in hand. The cost of the outfit (“fitting up the room ”) was $800, and the classes are composed of 15 pupils, $53.33 per capita on that basis, but as there were 5 different classes in¬ structed each week for ten weeks and forty weeks in the school year, 300 pupils were instructed, and on such a basis extraordinary the per capita cost would be $2.66; such is the duplicity of per capita. The expense attending the instruction for the year was $86.66, on the basis of a class of 15; on the number instructed, however, it was much lower, being but $4.33. At New Haven cooking is estimated to cost $1,000; size of class not given. By referring to Table 79, Column 2, it will appear that the cost of the outfit of the schools of this table is very much smaller than the value or cost of the apparatus of the schools there given. Springfield, Mass., pays its teacher $1,200; New Haven, $900; Concord, $700; Al¬ bany, $800; Mont Clair, $450, all in charge of wood- working. At Pittsburg the cook¬ ing teacher is paid $1,100; at New Haven, $700. As to the pay of sewing teachers there are no statistics; and construction work, is so interlaced with the regular school work that it is perhaps impossible to separate the two so as to obtain the cost of teaching. The cost of materials is far less than the amount paid the teaching force, which is, ac¬ cording to the table, by far the most expensive feature of maintaining this instruction ; for the heavy expenditures for tools and building to begin work with is only an immediate one. The incidentals in some cases include rent. The cost for material in New York is due very likely to the fact that this is the year of beginning, and that expenses for new tools are included, it being impossible to separate them from the cost of material. ABSTRACTS OF THE RETURNS TO THIS OFFICE. Oakland, Cal. — A beginning of manual training at Oakland, California, was made, apparently at the opening of 1886-87, by connecting with the Lincoln School there. A large carpenter shop has been equipped with lathes, 21 work-benches, and 21 sets of tools for working in wood. Classes are formed and come to the shop at stated times for instruction. Principal McClymonds is assisted in the work of instruction two half days each week by the department mechanic. A drawing teacher also gives instruction in the shop as needed. New Haven, Conn. — The several forms of manual training (introduced in 18S6, two years after the introduction of industrial drawing) employed in the schools of this city are as follows : 1. Drawing: Two teachers are employed in teaching form-study and free-hand draw¬ ing, and another in teaching mechanical drawing. 2. Kindergarten: One kindergarten, with two teachers, is carried on in connection with the training school. The occupations and other forms of busy work are univer¬ sally employed in the primary schools. 3. Sewing is taught all girls during the fourth, fifth, and sixth years of school life. 4. Cooking and domestic economy: Instruction is given in this branch to girls in the seventh grade two hours a week. 5. Wood-working: Boys in the seventh and eighth grades receive two hours’ instruc¬ tion a week in this branch. The pupils leave their regular building to receive instruction in wood-working and cooking, the last subject having been just introduced. The total number of pupils re¬ ceiving manual training is about 12,000. The cost of the plant for wood-working only was about $1,000; for a teacher of this subject during the year, $900; for materials $119, and for incidentals $420. Cooking, as estimated, will cost $700 for an instructor, $125 for rent, $125 for material, and $50 for incidentals. Washington, D. C. — Drawing was introduced in 1874, manual training in 1886. Kin¬ dergarten work in the first four grades, sewing in the 4th, 5th, and 6th, shop work and cooking in the 7th and 8th, and high school (where wood-work, however, is exchanged for metal-working), and model construction and drawing in all the grades form, it will be seen, a closely connected and progressive course. The pupils leave their buildings for wood-work and cooking. The regular teachers, 520, teach model construction and drawing to 34,850 pupils, in lessons lasting from fifteen to twenty minutes, in the lower grades for four or five times weekly; in the upper grades for one hour, two or three times weekly. Sewing is given to three thousand girls by three teachers in one lesson weekly, lasting for one hour. Cooking is followed by 921 girls, who are instructed once weekly for two hours by four teachers. Shop work falls into two divisions: (1) Wood-working, six teachers, 1,020 pupils; two lessons of an hour, or one lesson of two hours a week; (2) foundry and forge, one teacher, 112 pupils; two lessons a week of one hour, or one lesson of two hours. MANUAL TRAINING. 881 In model construction and drawing, forty or fifty pupils (the school) forms a class, and of these there are 520, excluding high, normal, and rural schools. A sewing class, of which there are sixty, is made up of about fifty; a class in wood-working, of which there are ninety, of from twelve to eighteen; a class in metal-working, of which there are fifteen, is also made up of twelve or eighteen, and the sixty cooking classes have each fifteen pupils. The outfit cost $5,000; teachers, $7,550; materials, $500. Beardstown, III. — The work introduced in 1886, three years subsequent to the intro¬ duction of industrial drawing, embraces (1) primary busy work; (2) moulding relief maps and other forms; (3) making simple apparatus; (4) shop work and drawing. The drawing is under the charge of the regular teachers. Wood-carving, scroll-work, join¬ ery, and geometric forms are under a single instructor. Manual training is given in the seventh and eighth grades; the girls, as yet, only re¬ ceiving instruction in design, etc. The shop in which the boys receive their instruction in joinery is located in the basement of the school building in which they pursue their other studies. About 12 pupils form a class. The number of pupils who received man¬ ual training was 80, the lessons a week were 2, each continuing for an hour. The cost of the plant was about $200, for the teacher during the year $300, of materi¬ als $25, of new tools and repairs $10, and of incidentals $10. Moline, III. — Industrial drawing was introduced in 1879, followed in 1883 by what Su¬ perintendent Mack prefers to call a “course in hand-crafti’ for the grades below the high school (see p. 843), very systematic, conservative, and it is understood effective. The course is for the most part based on drawing, being adapted to pupils of both sexes and all ages, and developing aesthetic and constructive sense; and not requiring the pupils to leave their room. Materials cost $100 to $125 for 1887-88. Peoria , III. — Under the head of “ industrial training ” the superintendent of this sys¬ tem speaks of the wood- working instruction given in the high school building. The 30 pupils following the course belong to the third and fourth years of the high school. We regret we have received no response to our inquiries. ’ Galesburg, IU. — For the past four years kindergarten principles have been employed in the primary grades, and during the last year wood-working instruction has been at¬ tempted, the basement of the high school building being used for a shop. At first the work was carried on under a student of the Chicago Manual Training School, for an hoar daily. Peru, III. — Here manual training preceded industrial drawing by two years. The training takes the name of carpentry and sewing. It is intended to add wood-carving to be done by the students at their desks as drawing now is. There are two instructors, one for carpentry, another for sewing. To the carpentry class, composed of 20 pupils of the grammar and high school grades, instruction is given four times a week, each lesson continuing for 45 minutes. To receive these lessons the boys leave their building. To the girls, a class of 18 high school pupils, four sewing les¬ sons are given weekly, each lesson lasting for 45 minutes. The plant cost $300. The teachers received $125 during the year, and the material used cost $20. For new tools and repairs $5 were expended. Humboldt, Iowa. — Manual training, as also industrial drawing, was introduced here in 1887. The object is to give instruction in the care of tools and in elementary joinery. The instruction is given to two classes of 12 each, composed of boys and girls drawn from the sixth to the tenth grades. Two lessons are given a week to each class, the lesson continuing for one hour, the pupils leaving their building. The plant cost $100. For the year the teacher was paid about $100, and the material cost $20. Osicaloosa, Iowa . — Manual training was introduced in 1886, and was preceded one year by industrial drawing. The characteristics of this course are original designing in drawing, pupils advancing from simple designs to those of floor mats, wall paper, etc. , while cooking and sewing are given to the pupils of the Saturday evening school. In this Saturday evening school, originally for the poor only, the classes in the several sub¬ jects assemble, the pupils retaining for their own what is sufficiently well made to be used. The classes, composed ot six or eight, are under the charge of eight teachers and re¬ ceive instruction for about two hours once a week. The whole number of pupils receiv¬ ing this instruction was 130, drawn from the primary grade. The outfit was a donation of a number of ladies, the teachers give their services gratui¬ tously, the materials not donated cost $100. “Last summer [of 1888],” says Super¬ intendent Scott, * 1 the school board appropriated $150 in aid of the Ladies’ Industrial School and opened in one of the school buildings in the other end of the town to aid pupils in that locality.” Boston , Mass. — Industrial drawing was introduced in 1371 and manual training 1881 to 1S83. Sewing is well established; carpentry and cooking are but experimental. Th* pupils leave their building to receive instruction in cooking and carpentry. 56 ED 882 EDUCATION REPORT, 1887-88. Sewing is taught twice a week to about 10,000 girls in the fourth, fifth, and sixth years of their school course. These classes are taught by 30 teachers; cooking is taught to about 1,500 girls of the two upper grammar classes by 4 teachers once a week for half a year. Carpentry is given to 350 boys of the two upper grammar classes by 2 teachers once a week for two hours. A class in cooking and in carpentry consists of 20 pupils; in sewing, of 56. Springfield , Mass. — Industrial drawing was introduced in this system in 1870, and manual training not until 1886. The object of the instruction is to give every boy in the senior grammar grade, who desires it, one and one-half hours’ practice a week with tools, and to give daily lessons throughout a three years’ course, to such high school pupils as elect to take it, in wood and metal work and mechanical drawing. When the high school department shall have been established the pupils of the literary depart¬ ment are to be taken in classes, each of twelve, and to be given one and one-half hours of shop practice and three-fourths of an hour in drawing for five days of the week. The work is in carpentry and wood turning, under one instructor. The pupils, 126 in all, are divided into classes of twelve. The grammar grade pupils, 62, receive one lesson a week, the high school pupils, 26, receive two shop lessons and one in drawing. There is also a class (divided, perhaps, into several classes) composed of 38 teachers, which receives instruction once a week in the shop. The pupils leave their building to receive the instruction, which is equally divided between carpentry and turning The cost of the plant w^ §500. The salary of the instructor is $1,2C0; the cost of the materials for the year was §188, of new tools and repairs, $306, and of incidentals, $118. Winchester , Mass. — Industrial drawing was introduced into this system in 1872 and manual training in 1887. At present only sewing and carpentry have been introduced. For each of the two subjects there is au instructor. Two hundred and fifty boys and girls are instructed in sewing, in lessons of 45 minutes each. In carpentry a class of 15 boys are instructed for one hour, leaving' their building. Sewing is taught to the pupils of the fourth, fifth, and sixth grades, carpentry in the eighth and ninth. The sewing classes are either 20 or 40. The plant cost $150. The amount paid teachers during the year was $300, and the cost of material was $100. Minneapolis , Minn. — Manual training followed the introduction of industrial drawing in this city after a lapse of nine years. The work is closely connected with the public school system, and is considered as an integral part of it. The work in wood is confined to the high school, while sewing, moulding, and modelling are confined to the lower grades. There are five instructors and 150 pupils in wood-work, receiving a lesson each school day during the week. The sewing classes receive two lessons weekly, the moulding and modelling classes but one; the classes are composed of from 15 to 20 pupils. Pupils do not leave their building. No financial statistics are given. The system has a high school course of manual training now confined to wood- working, but metal work is soon to be added. This would have caused the statistics of the wood-working department to have been placed in the tables dealing with manual training schools had they been sufficiently full. Stillwater, Minn. — In the high school shop the manual training is conducted according to Goss’s “Bench Work,” and in lower grades according to Thompson’s “Manual. ” The work in the high school is under one instructor and is given to classes of six, daily for one hour. In lower grades regular teachers give the instruction under the head of ‘ ‘ gen¬ eral lessons ’ ’ once a week. In neither case are pupils required to leave their building. The cost of introducing was about $300. Concord, N. H. — Industrial drawing and manual training appear to have been simul¬ taneously introduced into the city system. The school of carpentry which has been estab¬ lished, other forms to be added soon, will accommodate 100 pupils. The classes, of ten pupils each, each receive one lesson a week, continuing for two and one-half hours, the pupils leaving the building in which they are instructed in other branches. The work is under one instructor, and is pursued by 100 pupils. The cost of the outfit for this instruction was $500. The salary of the teacher was $700; the cost of the materials used during the year, $150; of new tools and repairs, $100; of incidentals, $50. In addition to the above statistics furnished by Superintendent Rundlett, the office is in receipt of information respecting the work of school since its foundation given by Mr. Geo. O. Cross, of Concord, to the following effect: Although the school year has 36 weeks, the average attendance of the pupils at the manual training school is about 64 hours for the year. The school was opened January 31, 1887, with 59 pupils the first week; average attendance for the first 16 weeks, 67. In September, 1888, it opened with 77 and closed with 85. The statistics above are for the year beginning September, 1888, Hoboken , N. J. — The citizens of Hoboken have raised $4,079 for “industrial educa¬ tion,” thus securing a like amount from the State, in accordance with the law which MANUAL TRAINING. 883 provided that any locality raising $3,000 or more conhl obtain an equal amount from the State treasury. A sewing teacher has been employed and has under her instruction between six and seven hundred girls. The industrial association, having charge of this matter, intends to provide shops in which two or three trades for boys are to be taught. The shops will be located in a central part of the city, and will be “separate from the public schools,” beginning work in October, 1888. At a meeting of the trustees of the industrial association, May 28, the following curriculum was decided upon for the ensuing school year: (1.) To continue the teaching of graded lessons in plain sewing in five pub¬ lic schools, where 600 pupils are now taught. (2.) To teach graded lessons in embroid¬ ery, each Saturday, to a class composed of high school pupils. (3.) To teach cooking, in lessons of an hour and a half each day, at 4 p. m., and to select pupils from the pub¬ lic and other schools. (4.) To teach wood-work to the boys of the four high classes of the grammar and other schools, two lessons a week, and to give such pupils lessons in mechanical drawing. Mont Clair, N. J. — This town was among the first to adopt manual training, having introduced it in 1882, ten years subsequent to the introduction of industrial drawing. The aim is discipline. The instructian is confined to the pupils below the high school. This instruction consists (1) of drawing, cutting geometric forms in pasteboard, (2) clay modelling, (3) use of carpenters’ tools, (4) wood-carving, (5) needle- work. Drawing is taught in all grades, and kindergarten occupations below the sixth year. The shop-work is under one instructor, who has under him 40 boys drawn from the 7th grade and divided into two classes, each class receiving two lessons a week of one hour. The workshop is situated in the attic of the school-house. Cutting geometric forms in pasteboard is taught in the sixth year to 40 pupils, clay modelling to 40 pupils of the seventh year, wood-carving to 35 in the eighth year, needle- work to 115 in the sixth, seventh, and eighth years. Drawing, taught in all grades, is given to 700. Two lessons are given a week, the lesson continuing for one hour. The classes vary in size from 15 to 25. In cutting geometric forms, clay-modelling, and wood-carving there are two classes for each subject; in drawing there are 16 classes, and in sewing 6. The cost of the outfit for this instruction was $350. The teacher was paid $450. The other school expenses cannot be separated from the gross expenditure for the schools. Faterson , N. J. — “The special characteristics of the system are that the branches are intended to develop thought while training the hand, hand and brain being co-labor¬ ers.” The training, as also industrial drawing, was introduced in 1887. The branches taught are drawing, mechanical and industrial; wood- working, on the basis of “work¬ ing drawings”; clay moulding, sewing, and kindergarten work preparatory to all. There are two instructors in drawing and one for wood-working. The regular teach¬ ers teach all else. Drawing is taught in all grades; in the high school mechanical draw¬ ing is taken up. Wood-working is followed by the grammar and high school pupils, who are instructed in classes of about 24, the 378 pupils being formed into 16 classes. Sewing is taught in grammar and high school grades. Pupils in the shopwork leave the building to receive their lesson. The pupils who receive manual training in their seats number 7,913. The cost of the equipment was $198. The teachers were paid $940. Materials used during the year cost $440; new tools and repairs, $424; rent, $38; janitor, $45, and inci¬ dentals $38. Albany, N. Y — In October, 1887, the board of education adopted resolutions to the ef¬ fect that (1) it is expedient and advisable that manual training be added as a part of the course of instruction in our public schools, and (2) for the purpose of giving the new system a fair trial in the most economical manner possible, one of the rooms in the basement of the high school building be fitted up as a wood-working shop, that a com¬ petent instructor be employed to teach the boys in attendance at the high school in the proper use of wood-working tools for a period of one year, the total cost not exceeding $1, SCO. Though manual training has just been introduced, industrial drawing has been taught since 1876. The work is in carpentry or wood-working, as it is indifferently called, and is confined to the high school pupils, the shop being in the building. There is a single instructor giving lessons to 250 boys divided into classes of 24. Two lessons are given a week, continuing for 40 minutes each. The equipment cost $600, The teacher is paid $800 annually. During the year $175 were expended for materials, $10 for new tools and repairs, and $15 for incidentals. Jamestown, N. Y. — All the pupils in the primary and secondary receive daily instruc¬ tions in the use of their hands, training them to become skilful in various employments. In the grammar and high schools a course of instruction is pursued by as many young ladies as can be accommodated at present, numbering about 250 during the year. The boys and men receive instruction and learn how to use various implements in the depart¬ ment of mechanic arts. In the printing office both boys and girls learn to set type and to do other kinds of work to be learned therein. 884 EDUCATION REPORT, 1887-88. j Newburg, N. Y — Industrial drawing, introduced in 1880, was followed by manual training in 1886. The matters of instructions are carpentry and sewing. The carpentry instruction now extends over a three years’ course, but will be continued through a fourth year. There are two instructors, one for each of the two subjects taught. - The eight classes in carpentry are composed of pupils, 12 to 16 in a class, drawn from the seventh, eighth, ninth, and tenth years. Each class receives one lesson a week, continuing for two and a half to three hours. The pupils of these classes leave their building to receive their instruction. In sewing there are 20 classes, composed of from 20 to 25 pupils, each class receiving an hour’ s instruction during the week. In carpentry there are in all 101 pupils ; in sewing, 434. Drawing is taught in all grades. The cost of the equipment was 8705. During the year §1,400 was paid: For teachers’ salaries, §479; for materials used, §479; for new tools and repairs, §1,080; for incidentals, §99. New York , N. Y. — Drawing was introduced in 1875, manual training in February, 1888. The subjects of study are classified as “ form and drawing ” (cutting and modelling is covered by the word form), wood- working, sewing, and cooking. Form and drawing are taught in all grades, wood-working in the 5 highest grammar grades for males, sewing in the highest three primary grades and 5 lowest grammar grades for females, sewing in the two grammar grades next above the highest sewing grade. Pupils do not leave their building. In “form and drawing” every class teacher is a manual training teacher also. In wood-working there are two teachers, in sewing four, and in cooking two. In ‘ ‘ form and drawing” there are 6,176 pupils, inwood-working398, in sewingl,919, in cooking 311. In ‘ ‘ form and drawing 5 ’ the pupils of the primary grades receive 4 or 5 lessons a week for 20 or 30 minutes weekly; in the grammar grades the number of lessons varies, the time in grades 1 to 5 is 2 hours weekly, in grades 6 to 8, 1 J hours. In wood- working the time given by the grammar grades is 2 hours a week, number of lessons varying. In sewing the primary and grammar grades have 1 lesson of an hour, weekly. In cooking 1 lesson of an hour is given to the grammar grade, as above described. No specified number is required in any class, but in grammar schools classes must av¬ erage 35 pupils to a teacher; in primary schools, 50. In “form and drawing ” there are 155 classes; in wood- work, 15; sewing, 65; cooking, 10. The cost of the outfit was §4,509; for teaching, §1,491; for materials, §3,075; for in¬ cidentals. §301. The reader is referred to the course in the schools of the city in which manual train¬ ing has been introduced, p. 853. Cleveland, Ohio. — Statistics of the manual training schools are given on p. 898; infor¬ mation as to the cooking school will be inserted here. In the fall of 1884 a kitchengarden was opened by several young ladies in the base¬ ment of a church. The attendance rapidly increasing the Cleveland Domestic Training Association was formed, and in February, 1887, a cooking class was inaugurated, and, with the permission of the board of education, fifty girls from one of the public schools received lessons at the school. In September, 1887, the cooking department of the as¬ sociation became a regular branch of the Cleveland Manual Training School. “A sum of money was set aside to defray the expenses of teaching a certain number of pupils from the city public schools, 5 ’ and by this arrangement 421 girls each received ten lessons free of cost.” “This enterprise, ” says the superintendent, “opens up a field of very great interest, second to none in practical importance.” The aim is to teach plain cooking. The pu¬ pils instructed at the school, practice what they have been taught at home. Meadville, Pa. — Manual training was introduced into this system about three years ago. In the first and second years of the instruction the work consists of (1) modelling in clay geometric solids and common objects based upon those forms as types; (2) stick¬ laying to represent common objects in two dimensions; (3) paper folding and paper cut¬ ting, etc.; (4) tablet-laying as an introduction to designing: (5) drawing, to show facts represented by sticks, tablets, etc. In the third and succeeding years drawing is taught in its three departments — representation of form, decoration of form or designing, facts of form or the making of working drawings. In making designs pupils are required not only to draw the design but to cut the units from colored paper and to arrange these units so as to form the design in harmonizing colors. Every pupil is encouraged to make every object for which he has a working drawing in any material that may be conven¬ ient. The work of construction is done at home. The instruction in its several forms is given by the regular teachers to the pupils at their desks, all pupils being taught three times a week in lessons of 30 minutes each. A special teacher instructs the regular teachers. The cost of introducing was §90; of materials used during the year, §50. The special teacher received §350 for his service. MANUAL TRAINING. 885 New Brighton , Pa. — Industrial drawing was introduced in 1881, followed in 1886 by manual training. The instruction given is in sewing and wood-working. There is a teacher for each subject of manual training, while in drawing the instruc¬ tion is given by the regular teachers. In sewing and wood- working there are two classes for each subject composed of grammar-grade pupils, a class being made up of 25. Each class receives two lessons a week, the lesson continuing for 70 minutes. The pupils do not leave their building. The cost of introducing plant was $500; for teachers’ salaries $400 were expended, and for incidentals, materials, etc., $100. Pittsburg , Pa. — Industrial drawing was introduced in 1880, but as yet the matter of manual training adopted has been cooking, introduced during the year under review. The instruction is given to pupils of the sixth year of school life, the pupils leaving their building to receive it. There are five classes each week of 15 each, for ten weeks. The number receiving the training during the year was 300. The cost of introducing the subject was $300; the salary of the teacher, $1,100; of the material used, $200. Tidiouie, Pa. — Manual training preceded industrial drawing, introduced in 1887, by two years. The subjects taught are drawing, free-hand and mechanical; Sloyd carpen¬ try and lathe work; forging; floriculture; and sewing. For carpentry, wood turning, mechanical drawing, and sewing there are special teachers. The three carpentry classes are composed of ten each, receiving three lessons of an hour each week, the pupils leaving their building. In wood turning there are two classes of four pupils each, instructed three times a week for one hour. In sewing there are five classes of twenty each, instructed twice a week for one hour. In mechanical drawing there are three classes of ten each, instructed twice a week for one hour. Free¬ hand drawing and floriculture are taught in all grades. Lathe work and mechanical drawing is confined to the high school grade, and carpentry and sewing to the interme¬ diate and grammar grades. The cost of the equipment was about $2,000; for instructors during the year, $900; for materials, $200; for new tools and repairs, $500; for incidentals, $50. Knoxville , Tenn. — Manual training and industrial drawing have just been introduced. The features are a kitchengarden, carpenter shop, printing shop, a cooking and a sewing school. For carpentry, printing, and sewing there is 1 teacher respectively; for cooking and house-work, 2. In carpentry there are 50 pupils, in printing 50, in sewing 105, and in cooking and house- work the same number. Two hours each week are devoted to these studies, which are given to pupils of the first, fifth, and sixth grades, they not leaving their building. About 25 form a class, and there are two classes in each subject. The cost of teachers during the year was $1,447; of materials, $115; of tools and re¬ pairs, $199, and incidentals, $361. It is contemplated to extend the training throughout the system. Eau Claire, Wis. — Industrial drawing was introduced in 1879 and manual training in 1884. The features of the course are carpentry work, blacksmithing, and wood turning. Principal McGregor characterizes the work as purely educational, nothing in the shape of trade teaching being attempted. Each subject has an instructor. In carpentry there are 46 pupils taught in three classes; in blacksmithing there are 12 pupils forming two classes; and in wood- turning there are 8 pupils forming two classes. Each class receives two lessons a week, each lesson running for one and a half hours. The work is voluntary and pupils are admitted from the grammar or high school grades, and pursue the course in the following order: Carpentry, blacksmithing, and wood turning. They, of course, are obliged to leave their building to receive the instruction. The cost of introduction was $325; during the year $720 was paid for teachers, $30 for material, $10 for new tools, and repairs and incidentals, $5. La Crosse, TFis. — Industrial drawing was introduced in 1884, manual training in 1886. The instruction takes the form of clay modelling, cutting and folding paper into various geometric forms, and making simple articles in wood. The latter work is optional, how¬ ever. All the schools below the high school have training in the several subjects above mentioned. B. — Statistics of Manual Training Schools. THE IMPERIAL TECHNICAL SCHOOL OF MOSCOW. “When the mariner,” says Mr. Webster, ‘ : has been tossed for many days in thick weather and in an unknown sea, he naturally avails himself of the first pause in the storm, the earliest glance of the sun, to take his latitude and ascertain how far the elements have driven him from his true course. ’ ’ Before ‘ ‘ imitating this prudence, ’ ’ and referring to the point from which the Russian system departed to proselyte America, let us hope that our endeavor will not be disposed of by saying, in the language of one of 886 EDUCATION REPORT, 1887-88. Moli&re’s physicians, “That was so; bnt we have changed all that, and now practice medicine in an entirely different fashion.” The claim as to the educative character of the instruction at the manual training school is implicitly respected; indeed, how would it be possible to go wrong when Professor Woodward, in his “Manual Training School,” expressly tells us that “Mr. Runkle looked deeper into the problem than had Della-Vos; he saw that shop instruction, essential to a mechanical engineer, had elements of value in a general education.” “ This school, [the one of which we are speaking],” says Professor Runkle, in 1877, “is entitled to the leading place in any list of schools given mechanic art education, on account of the fact .that it was the first to put this instruction upon a strictly scientific and educational basis— first, by separating the laboratories or instruction shops from the manufacturing establishment, and second, by working out a systematic scheme of instruction in each of the underlying arts. 7 7 The same authority describes the school under four heads — Organization, Administra¬ tion, Method of Instruction in the Mechanic Arts, School Workshops. With the admin¬ istration we are not concerned. The method of instruction, which is a quotation from a description by Director Della-Vos, has been given for the most part on page 829, and we will, therefore, devote our attention exclusively to what is required of the student before he is admitted, and the character and purpose of the instruction of the school, both of which constitute the head ‘ ‘ Organization. 7 7 The old school of arts and trades founded in 1830 having been reorganized in 1868, the date of this school7s rank as the leading polytechnic school of Europe begau then. The course of instruction is of six years, three of which are given to theory (the instruc¬ tion being the same as in the leading polytechnic schools of Europe) and practice — free¬ hand and mechanical drawing, the art of turning in wood and metals, joinery and pat¬ tern-making, fitting, locksmithing, forging, moulding, and casting. For these practi¬ cal studies special shops have heen provided with all the pedagogical objects necessary to demonstrate the fundamental principles of handwork in the mechanic arts. The question naturally occurs, What is the intellectual maturity (the literary maturity, as the advocates, of manual training might prefer to say) of the candidate for admission ? Before an applicant is admitted he must present presumptive evidence of qualification by presenting one of the following certificates: (1) A certificate of the seventh (the highest) class of a gymnasium, a college whose instruction is distinctively Latin and Greek; or (2) a certificate of having completed a course in a realschule of the first class, about equal to our Latin-scientific course in an ordinary college. Before being definitely ad¬ mitted, however, the applicant must pass a test examination in the following subjects: Russian language; composition, on a theme chosen “by the professor;77 mathematics, arithmetic, algebra, elementary analysis, geometry, and plane trigonometry, physics, and drawing. If he has neither of the certificates of academic grade he must pass an examination on all the studies of a realschule of the first class. In brief, the applicant, before he can enter the Russian school, must have undergone a course of literary train¬ ing perhaps equal to the course of an ordinary American college. 1 The following diagram, 1 The Russian “ Gymnasium” (and “ Gymnasium without Greek ”) has the aim, says the law of July 30, 1871, to give its pupils, on the one hand, a general education, and on the other to prepare them for [one of the faculties that compose] the “university” [of Continental Europe], or for other “higher institutions.” The course consisted [sec. 2 of the law of 1871] of seven classes, six of which were of a year each and the seventh of two years. In 1877 a new programme was estab¬ lished with eight classes, but it is thought that Professor Runkle refers to the 1864 programme as modified in 1871. This programme reads as follows : 0 Class. tn 1 Studies. X QQ I. II. III. TV. V. VI. VII. T GO J Religion . . . . . . . . . 2 2 2 2 2 ! 2 I 14 17.5 Russian . 4 4 3 4 3 3 3 24 I 30 Latin . . . . . 4 5 ■ 5 5 5 5 5 34 ! 42. 5 Greek . 3 3 6 6 6 24 30 French or Ctermnn . 3 3 | 3 3 3 2 19 23.75 Mathematics . ..- . 3 3 3 3 3 - 3 4 1 2 "> \ 27.5 Historv . *3 3 3 3 14 17.5 deop'raphy . . . 2 2 2 . 2 8 10 Natural historv . 2 2 2 1 6 7.5 Phvsics and cosmographv . 2 2 | 2 6 7.5 Writing . . . . 4 4 3 2 !3 ! 16.25 Total lessons and time . . . 24 25 27 | 27 27 27 1 27 1 184 230 1 ! -I The Gymnasium without Greek divided the time thus gained between Latin, French, and Ger¬ man. MANUAL TRAINING. 887 taken from a work by the competent hand of Sir Philip Magnus1 and published by the New York Industrial Education Association, will illustrate the meaning of this better than description: UNIVERSITY FACULTIES, POLYTECHNIC DIVISIONS, TECHNICAL COLLEGE DIVISIONS. .A — Theology. JB— J urisprudenco. C— Cameralistic. D — Medicine. U— Philosophy. F — General. G — Engineering. H — Architecture. J— Mechanics. K — Chemistry. L — Agriculture. M — Mechanics. A— Chemistry. | O — Building. P— Commerce. Now, to what does this course lead ? What is the second course of three years ? * ‘ The work of the second three years, ; ’ says Professor Runkle, ‘ ‘ embraces three sections of students, mechanical engineers. There is a fourth section, called praliciens, formed ex¬ clusively of those who show exceptional aptitude for practical work, but whose theoret¬ ical studies are insufficient to pass them into the engineering sections. They take much fuller shop courses, which they complete in three years. In addition to the school shops, * ‘ the school possesses large manufacturing works with all the adjuncts of a first-class establishment. These works employ salaried workmen, and execute orders annually to the amount of a hundred and fifty to two hundred thou¬ sand francs. Still, the main aim of the work is to furnish students an example of the conditions of industrial work in all its practical details.” 1 Education in Bavaria. Published by the New York Industrial Association as one of a series of monographs in which living issues are not only discussed, but discussed in a manner worthy of their importance. 888 EDUCATION REPORT, 1887-88. Sncli is the first course of three years of the Moscow institution, and such its environ¬ ment, we think, that it will not be disputed that it is merely a scientifically arranged preparatory school to the upper course, and that its students have considerable literary acquirements before beginning it. But before considering our manual training schools we will consider the secondary professional schools of Germany and France. THE SPECIAL PEOFESSIONAL SCHOOLS OF GEEMANY. 1 1 In Germany, ’ ’ says Inspector General Jost, in a report to his chief, the French min¬ ister of public instruction,1 “ the greater number of professional schools have a special character, as the name, Gewerbliche Fachshulen (special professional schools), by which, as a class, they are known, indicates. In these schools the object, speaking generally, is to give not only a general theoretical and practical course of instruction to their stu¬ dents, a certain aptitude in all the manual professions, but to make specialists of them by instructing them in the predominating industry or industries of the locality in which the particular school is situated.” At Cologne, for instance, an industrial centre and large city, the students are prepared for the professions that relate to building construc¬ tion, furnishing, ornamenting, etc. ; at Bochum, a town situated among the mines of the Berg country, metallurgists and superintendents of mines are educated; at Remscheid, a centre of small iron and steelware industries, it is sought to make expert mechanics in articles of hardware; at Hohr-Grenzhausen, a region of pottery manufacture, a school of ceramics has been established. “Speaking generally,” continues M. Jost, “it is proper to say that the young man leaves the elementary schools when fourteen years of age [before which age he cannot gain admittance into the professional school] ; that he works during two years in a shop either before or after his course at the professional school, in which he remains also for two years; so that he is not a workman until his eighteenth year, when he is sufficiently mature and advanced to complete his technical education by himself.” It is very observable how business-like these methods are. The locality has a spe¬ cific industry and a school whose specific object is to educate workmen to follow that in¬ dustry; while the school work is either immediately preceded or followed by real work. The field of the apprentice’s activity is narrowed to the subject in hand. APPEEXTICE SCHOOLS OF FEANCE. We have already spoken of the work done in the public schools of France, upper and lower grades. Apprentice schools, distinctively known as such, will now be noticed. Con¬ sul Schoenhop’s very recent work will again be used. ‘ ‘A number of schools have been ereated whose object is to supply boys leaving the pub¬ lic schools with a higher elementary education and at the same time give them instruc¬ tion in special branches of manufacture and industrial art. This has become necessary in consequence of the modern development of industries, whose minute subdivision into special branches and departments make it more and more difficult for a boy to become more than a makef of a part of anything, seldom getting a notion of the whole finished article in any special trade. ”, * * * One of the best of this kind that I have had the pleasure of visiting is The Ecole Municipale Diderot, Boulevard de la Tillette. “This school was created in 1873. The director, M. Jules Bocquet, a civil engineer, has also been a pioneer in this branch of instruction, and has devoted most of his life to the propagation of his views upon techical education. * * * The pupils are gradu¬ ates from the common schools, and belong mostly to the working classes. The best proof of the high value of the school and the high credit which it obtains is that the munici¬ pality has decided to establish several schools of the same character in Paris. ‘ ‘ The course of instruction in this school occupies three years, and is divided into theo¬ retical and practical part. The theoretical part of instruction comprises for the — “ First year . — French grammar, orthography, arithmetic, geometry, elements of general chemistry, elements of physics, general properties of bodies, technology, materials, their properties and uses ; hand tools ; general history up to modern times ; geography, commercial and industrial ; geomet¬ rical and ordinary drawing. “ Second year comprises French composition, arithmetic, geometry, measure of surfaces, surveying, and levelling, industrial chemistry, metallurgy, industrial physics, technology ; the different organic elements of machines and process of their manufacture, elements of machine construction, history, geography, commercial and industrial ; drawing from models and machine drawings from sketches taken from the professor’s demonstration in the recitation-room, and geometrical drawing. “ Third year. — Keports on observations made in workshops and factories visited ; mechanics, al¬ gebra, trigonometry, elements of geometry and space, physics, chemistry, technology, description of machines, steam and other motors, resistance of materials, designing of tools, machine sketches at sight from models and black-board illustrations ; geometrical drawing, accounting, book-keep¬ ing, and political economy. “The theoretical studies take four hours each day for the first two years. The work¬ shop practice, however, is six hours a day for the first two years, and eight hours for 1 Notes sur quelques ecoles professionnelles d’Allemagne. Memoires et documents scholaires, publies par le Musee Pedagogique, Fascicule No. 14. Paris, 1837. MANUAL TRAINING. 889 the third year, with pauses between for meals and recreation. Besides this, there is a military drill every Sunday and Thursday morning from 8 until 10.30 o’clock. “ Workshop practice 'proper. — The pupils must have passed their thirteenth year when they are admitted to the apprentice school and bo in possession of a certificate of pri¬ mary education. During the first year the apprentices pass in succession through the various branches carried on in the establishment. They make a trial of each of them in order to become acquainted with the general character of manual work before adopt¬ ing the particular trade best adapted to the temperament and aptitudes of each indi¬ vidual. After the first trial year the pupil, guided by the director of the workshop, chooses the trade he will devote himself to during his apprenticeship, in which the next two years are passed. ‘ ‘ The workshop practice is divided into the following branches : ‘ ‘ Metals, blacksmithing, turning, fitting, locksmithing, and philosophical instrument making. “ Modelling in clay. “Wood- work, joiners’ work, wood- turning, and model-making. ■ “ First year— The first year’s practice is given to all boys alike, and they work their way through the different branches gradually, so as to find out* their particular fitness for one or the other trade. “ Second and third years. — Wood-work, furniture-making and model-making, modelling, iron¬ work, forging of machine pieces of more complicated nature ; setting and mounting machines and tools; small machinery, blacksmithing and artistic-hammered iron- work. Philosophical-instru¬ ment making is conducted in a special apprentice school.” THE MANUAL TRAINING SCHOOL. Nothing is more frequently affirmed of the manual training school on the American system than the phrase “We do not teach a trade,” to which is not infrequently added, “ but the underlying principles of all trades.” By consulting the course of study of the American manual training school given below,1 it will be seen that though the technical courses are similar the literary character of the programme of the American school is, to say the most, at the end what the Russian school requires at the beginning of the course; and that the American course is a hybrid, being the English studies of a high school and the preparatory technical course of the Russian school. But it will be observed that the French apprentice school, distinctively known as such, also has a preparatory course, a year of observation, before the pupil selects a trade to follow for the two remaining years. In which of these acceptations is the phrase 1 ‘ we do not teach a trade ” to be taken ? Does it mean a preparation for a higher course as at Moscow, or a three years’ course of observation, or does it turn out the boy, unlike the public schools, ready to make a liv¬ ing though no trade has been taught him ? In short, what is the positive of this nega- 1 Course op Study op the St. Louis Manual Training School extends through three years. Except in the literary work no choice of subjects is allowed. All must be taken in regular order as laid down below : First year. Arithmetic completed ; algebra to equations. English language, its structure and use; study of selected nieces ; history of the United States. Latin grammar and reader may be taken in place of English. All students have English composition once a week. Huxley’s Introduction to Science; physical geography; botany. Drawing, mechanical and free-hand ; penmanship. Carpentry and joinery ; wood-carving ; -wood-turning. Second year. Algebra through quadratics ; geometry begun. Natural philosophy; experimental work in the physical laboratory. English composition and literature ; rheotoric : English history. Latin (Caesar) may be taken in the place of English and history. Drawing : Line-shading and tinting, ;machines ; development of surfaces, free-hand detail drawing, isometric projections. Forging: Drawing, upsetting, bending, punching, welding, tempering ; pattern-making, mould¬ ing, soldering. Third year. Geometry, plane and solid ; mensuration. English composition and literature ; history; elementary political economy, and civics ; graduat¬ ing essay. French may be taken in place of English and history, or in the place of science study. Physiology; elements of chemistry. Students who have taken Latin, and who intend to enter the polytechnic school after completing the course in this school, take history and rhetoric in place of physiology and chemistry. Book-keeping. Drawing: Brush-shading, shadows, geometrical and architectural. An elaborate finished drawing closes the course. Work in the machine-shop : Bench work and fitting, turning, drilling, planing, screw-cutting, etc. The making of a project. 890 EDUCATION REPORT, 1887-88. live definition, which, when taken in connection with the shop work and the expression ‘ * the underlying principles of all trades, ’ ’ still leaves a decided appearance that the great purpose of these schools is to make mechanics by a process, mutatis mutandis , simi¬ lar to that by which good scholars are formed ? The reader is referred for an answer to the statements made by their directors, which follow in the order in 'which the schools were established. Manual Training School of Washington University. — “Its motto is, ‘The cultured mind, the skilful hand.’ It is not assumed that every boy who enters this school is to be a mechanic. Some will find that they have no taste for manual arts and will turn into other paths — law, medicine, or literature. Some who develop both natural skill and strong intellectual powers will push on through the polytechnic school into the realms of professional life as engineers and scientists. Others will find their greatest usefulness as well as highest happiness in some branch of mechanical work into which they will readily step when they leave school. All will gain intellectually and morally by their experience in contact with things. The grand result will be an increasing in¬ terest in manufacturing pursuits, more intelligent mechanics, more successful manu¬ facturers, better lawyers, more skilful physicians, and more useful citizens.” School of Practical Mechanics and Design, Minneapolis , Minn. — “The instruction given is based on the ‘ Russian system,’ in which the leading idea is to teach principles rather than to produce objects of commercial value. It is believed that the greatest progress can be made in a given time with this method, as the student proceeds, by a carefully- planned series of exercises, from the simplest to the most difficult operations, learning the processes, but avoiding the repetition of the ordinary shop. So far as is consistent with this system the work is adapted to parts of some machine or structure in common use, and after finishing the exercises referred to above, the class will build some com¬ plete machine or structure, as a review and application of the preceding work.” Manual Training Department of the College of the City of New York. — “The object of the entire course is to furnish the student with such manual skill and such a general knowl¬ edge of the tools and methods of working in the arts in which wood and metal are em¬ ployed as will give him an intelligent comprehension of any mechanical operation or device, and enable him, with proper study and practice, to master any handicraft or mechanical profession to which his attention may be directed in after-life.” Baltimore Manual Training School. — “The school does not teach trades. Its aim is more comprehensive; it lays the foundation for many trades, and at the same time rec¬ ognizes the value of intellectual discipline. It is not assumed that every boy who en¬ ters this school will be a mechanic. * * * This school differs from the city college in omitting from its required studies foreign and ancient languages, in giving promi¬ nence to mechanical drawing, and particularly in affording scientific instruction and actual practice in the care and use of tools.” Chicago Manual Training School. — “ The special feature of the school in which it differs from the ordinary high school is its manual training. Notwithstanding the prominence given to this part of its course, experience sllows that its mathematical and scientific work need not be inferior to that of the best high schools. Education, not manufacture, is the idea underlying the manual training. Consequently, the material products of the shops consist chiefly of exercises designed to develop skill in the use of tools. The edu¬ cational value of construction is also recognized, and the course embraces a number of finished articles.” Hebrew Technical Institute. — ‘ ‘ The school pursues educational methods. Its object is, however, specific, and its promoters hope that all its graduates will enter into industrial avocations. This is the difference between this school and a trade school. A trade school is one where some special branch is taught — a school where cigar-making or plumbing or some special industry is taught. Surely ill-fed boys of twelve and a half or thirteen who never saw a hammer or a chisel are not fit to be set at these trades. * * * Let them, however, go to a school, not where a trade is taught, but where they are taught to use fools and to draw and to continue their ordinary education, and when they get to be fifteen or so, and then they are not too old to enter life, what have they learned? * * * They have the foundation laid stout and deep; the foundations of intelligence and skill, for they know the principles not of one trade but the princi¬ ples that underlie many trades.” Manual Training Department of Tulane University. — “Throughout the high school the attempt will be made towards a normal adjustment of that physical, mental, and moral training which is so much praised and so little practiced. The hand, the eye, and the muscle are trained by the handwork in wood and iron, which is now admitted to be the true basis of mechanical education, and is claimed to confer so many benefits. * * * The purpose throughout is training. * * * But ve do not expect or desire manual training to supersede, or be substituted for, other well-established courses of training sanctioned by the experience of wise and conservative men. Hence the manual train- MANUAL TRAINING. 891 ing school is not a separate department of Tulane University, but the laboratory in wood and iron where instruction and practice render the student cjuick, observant, and accu¬ rate with the eye; ready, skilful, and exact with the hand, and able to think in things, as well as about them, and to execute a3 well as describe.” This school is conducted in the Swedish system. See page 848. Philadelphia Manual Training School. — “In the Philadelphia Manual Training School are taught the principles applied in the various arts and trades, the principles of pure science, of political economy, of social science, of the mother tongue and its uses, and the lessons of history. • ‘The school trains boys from 14 to 18 years of age in actual practice to become familiar with elementary notions, and to acquire substantial knowledge of the nature of things and of the character of human society and the rights and duties of men. There are many trades and occupations, but the principles underlying the successful pursuit of any of them are common to the greater number. A manual training school is not a trade school; but it is a school wherein the principles of all trades and occupa¬ tions are taught. The object of the school, therefore, is the education of all the facul¬ ties. The whole boy is put to school ; he learns to do by doing. * * * It is not to be supposed that impils enter the school merely for the purpose of becoming mechan¬ ics. * * * Manual training is a means of developing to a high degree certain fac¬ ulties — such as observation and judgment.” Ilaish Manual Training School. — “ It is not assumed that every pupil who enters the manual training school is to be a mechanic. * * * All the shop work will be dis¬ ciplinary. Special trades will not be taught, nor will articles be manufactured for sale. The scope of a single trade is too narrow for educational purposes. Manual education should be as broad and liberal as intellectual. If the object of the shop is education, a student should be allowed todiscontinue anytask or process the moment he has learned to do it well. * * * In manual education the desired end is the acquirement of skill in the use of tools and materials, and not the production of specific articles; hence, we abstract all the mechanical processes and manual arts and typical tools of the trades and occupations of men, arrange a systematic course of instruction in the same, and then incorporate it in our system of education. Thus, with teaching any one trade, we teach the essential mechanical principles of all.” Cleveland Manual Training School. — “No one,” says the city superintendent, “should be misled by the term manual training. Many suppose the object to be simply training the hand — far from it. The training of the mind is as much an essential of this school as it is in the high, grammar, or primary schools. In this the ability of the mind to conceive, plan, and carry out a measure is shown through dexterity in execution. The solutions of problems in mechanical drawing; the reduction of a piece of lumber from its rough into a perfect model; the hammering of a crude piece of iron into a definite shape and size; the adjustment of the several parts of a piece of mechanism, more or less complicated, the study of a complete machine of any kind with reference to the discovery of the general design; the adaptability and specific uses of its various parts, its points of weakness, etc., all this requires the exercise of the mental faculties just as clearly, persistently, and profitably as is required in the study of language, mathematics, or science. It is not proposed that this shall take the place of anything else. It affords a peculiar exercise of the mental faculties which no other study affords or can afford. ‘ 4 Neither is it intended that any trade shall be taught, as is clearly shown in the course pursued.” The Technical School of Cincinnati. — “The course in this school requires of its students as much application and continuous honest effort as does the course in any academic in¬ stitution of equal rank. The advantage claimed for its hand training is that it requires thinking. The work is never so long continued that it becomes mechanical or auto¬ matic, but is changed so frequently and is varied in its nature so that it requires as much mental effort, although of a different kind, as is required in the study of mathe¬ matics or of languages. To guide the hand in its ever varying tasks requires the con¬ tinuous directive effort of the mind, and results in after-reflection on the degree of success or failure in the work attempted, of disappointment and of plans for overcoming the opposing obstacles, and the tangible results are to show when success at last crowns the efforts of the genuine student. The result of the thinking, the planning, the final overcoming of the difficulties, and the production of the finished project is education in its truest sense, the awakening of dormant faculties, the development of the latent capabilities.” The Department of Mechanic Arts of Pratt Institute. — “It is now generally recognized that manual training is an important and necessary adjunct to the education of the schools, and that mind and eye and hand must together be trained in order to secure symmetri¬ cal development. Manual training aims at the broadest, most liberal education. While developing and strengthening the physical powers, it also renders more active and 892 EDUCATION EEPOET, 1887-88. acute the intellectual facilities, thus enabling the pupil to acquire with greater readi¬ ness and to use more advantageously the literary education which should go hand and hand in manual training. * * * The twofold aim -of the institute is based on an appreciation of tbe dignity as well as the value of intelligent handicraft and skilled manual labor. It endeavors to give opportunities for complete and harmonious educa¬ tion, seeking at the same time to establish a system of instruction whereby habits of thrift may be inculcated, to develop those qualities which produce a spirit of self- reliance, and to teach that personal character is of greater consequence than material productions. It offers its advantages only to those who propose to do their own part earnestly and well. Its aim is to aid those who are willing to aid themselves.” CHARACTERISTICS OF AMERICAN MANUAL TRAINING SCHOOLS AND THEIR STATISTICS for 1887-88. The newness of these schools as a class, and their rapidly increasing number, have caused us to spread before the reader not only their statistics of attendance, but a view of other features not of a numerical nature. In doing this, condensation has been sought by using the tabular form of presenta¬ tion, distributing the whole field into departments and devoting a table to each depart¬ ment. This manner of treatment may sacrifice the individuality of a school, but it will promote the comprehension of them all as a class. Whatever is objectionable in it will be rectified in future reports. Although the class is distinguished by having a high school and a work shop depart¬ ment, it sometimes happens that these are not in the same building. Again, some public schools of this class are completely independent schools, there being another public school in the same system, where the student may pursue the usual secondary course of instruction; while in other systems the work shop department is a division of the single high school that it possesses. These and other minor distinctions make it somewhat difficult to be plain and yet to speak briefly, the only literary virtues open to the statis¬ tician, whose subject-matter of discourse is not chosen by poet or novelist, either “to point a moral or adorn a tale. ” Table 74. — Manual Training Schools , their Officers and Connection. MANUAL TRAINING. . o O bo U 3 cs © © '1 £ O uu a Ml VS®. ^ M 'S ’o O « 2 ojfl-a 3 ■- n 2 o al O *3 o *d o jo ll - ’w © cd - M © 7c 3 eg rt <5 8 F- © 2*^© > >..2 U CD © ^ q CD • »— < C • O <« au ° © o >> tc J3 O „ _ '© CD CD ® .2 a 3 3 £ w ^ ^ 2 a 8-°= 1 © © © ® i. - ^ &8 J >< «<2 ? o3 a oa o g a 2a2,§ C 3 0,2 o3 'a 3 'O 05 ; ©25 ”5 © a ci 2 - .2 o CJ2 >»0 t|S« E-< S Sja © O ~iO = «Sh -gsi:'3 5 2 * as pHa,0'SaeJ-'£j!. ogS&isl'SiS. - o = ©j§ o2 ©.2 << < ,= ©-=- n31-1^ ’^'g r o 2 © <1 S£' 61.3? I'© § H •°-s c PQ 5=2 £ 33 u o S' a >>3 ^ a a 2 © © KH S3 ££ £ ft© ’• a „co • 2 25© •; 2 223 . o ©O.33 > © ■ a r © _->© © * -sssl 2 c.-g = a a © k2‘c^® ,2 ]Q ^ SO H £ ©HO 2^3 © © JS33 a-i an 3 2 F- © ^■33 S Si SH -2 S’g S © 5 . • a c3 I'd 1^. a § =>: r«* >5 6 6 : S a: : OO m .2 S : 1^' % So .2 ^".5 p c-r. "F c c a Prep o 2.2 ^ ■_5!3 © a QO 5 2 !§ ii a c S' ^ s* © a S" = ,3 30 .5 . a ? aa C 3 ^ 33 © © -CTS 3 3 lO -o 893 t 894 EDUCATION REPORT, 1887-88. EemarJcs on Table 74. It is noticeable that the institutions given in the preceding table are for the most part situated in the Northern or Western States. As to their connection or source of support these schools may be divided into three classes: Those established by private individuals and supported by endowment or other¬ wise, with or without tuition; those established by societies a*nd supported by tuition, the society meeting deficiencies; and those established and supported by municipalities or other public authority. The establishment of an institution of learning by wealthy and philanthropic indi¬ viduals, or by religious bodies, is far from being unknown here; but the activity of as¬ sociations in giving concrete expression to their views by founding and protecting insti¬ tutions which are to prove the practicability of those views, has not been so common. The distinguished origin of the Chicago Manual Training School was given in the report for 1886-87 as springing from the action taken by the Commercial Club of Chicago, and from similar action by the Order of Cincinnatus has arisen the Technical School of Cin¬ cinnati.1 The Cleveland Manual Training School is also the result of concerted action, it having been established by a joint stock company formed for the purpose; the running expenses of this school, however, are paid by the city of Cle veland. The Hebrew Tech¬ nical Institute, of New York City, is another evidence of this activity of associations in promoting manual training. At Baltimore and Philadelphia complete educational institutions have been estab¬ lished as part of the public school system, remarkable for their completeness of equip¬ ment and thoroughness of instruction. At New York City and at Toledo, where in each instance the school is apparently rather a department than a school complete in itself, the school established is also a part of the public system. In all these cities there are also purely literary schools of academic grade, and it will thus appear that there is an option presented to the student. If he wishes to follow an industrial occupation it is certainly more profitable for him to attend the manual training school, and to this obvious reason the advocates of manual training would add more profitable in an educational sense. At Omaha, Minneapolis, and Chicago, where the schools are departments of the high school of the respective cities, the course has not yet been fully introduced. Of the several schools which are parts of a university system, it is to be remarked of the St. Louis school that its connection is so loose as to practically amount to independ¬ ence. The McDonogh Institute and Miller Manual Labor Schools, both well endowed, are included in the table. The latter certainly belongs in this class of schools despite its name and object, which appear to indicate more practical aims than other schools on the Russian type; in a word, the object appears to be to turn out graduates many of whom can “do as good work as the average person does upon the completion of an apprentice¬ ship and know far more of the principles of machinery,” etc. To characterize these schools the phrase “manual training ” is used with but few ex¬ ceptions. In Cincinnati the title adopted is Technological School, while for the manual training department of the State University at Minneapolis the phrase Practical Mechan¬ ics and Design has lately been substituted for Artisans’ Training School, by which until then it had been designated. In examining the educational features of these schools there are certain characteristics of their respective curriculums which are common. They require an equal degree of scholarship and physical maturity for admittance, they all give instruction in wood¬ working, forging, and machine-shop work by a graded course, they all give instruction in drawing and in what maybe said to be the “English branches” of an academic course. The Office considers that these, together with the general object of educating the pupils rather than teaching them trades, are the foundation of the classification which has been made. New schools. — The only new school of the class under review is that known as the De¬ partment of Mechanic Arts of Pratt Institute of Brooklyn, unless the Manual Training School of Springfield, Mass. , may be said to be new in having moved into new quarters near the high school, an additional instance of the determination with which this train¬ ing is being made a co-ordinate part of public secondary education. 2 The magnificence of the gift and the comprehensiveness of the idea which the donor, Charles Pratt, esq. , had in mind when establishing the institution which has received 1 The Commercial Club of Cincinnati took formal action as a body on the subject of this school in November, 1887 (a number of its members had been interested from the first), and has since borne nearly half the expense of the school. 2 It is to be regretted that the statistics of the Springfield School arrived too late for insertion in t!ie tables. In making the course, which has manual training as a component part, Superintendent Balliet informs us that the scientific course of the high school served as a stock upon which the manual course was engrafted. See page 882. MANUAL TRAINING. 895 his name -will be spoken of somewhat fully in the following pages; it is only required here to give the characteristics of the school or department where instruction is given on the “Russian system.” In this school it is designed to accommodate three classes of pupils: Members 3 > r4 f- t- S* V. *. 8/3 3 © © © c3 ej "S oflefifio O O 000-2 P5P PM PQ M WWW P> .Oi o #a '3 ©’© a ©.a w Sw :$ •§J :Q © o .S’O a : : nd : a : Vh ■t; a 3 ft a.s 3 «H 02 W to ft -r! O g ro S3 ? 020 .a nsX gft as 0-3 5 o So W ft ►>> S3 pfls© > o £l © >, o fto3 © ?T© a 0 3 3 ©TJ O ©H « >» ft ®.dJ no O 0 8, S3 bO to 'O j>3 •diqs ■J9qtU9J\[ C9 t>0 1C IO C<5 tO o © ©i3 a -2 o3<) fc1-1 = 02 9-3 to cj S’- B w r. a © a § 111 »©2 M W 2 o m rj 02® £ SS^ ® cs « a 5 0 0 23 la la S 3 C>0 Eh 02 ^^.bo £ bo o © a^« O 0-3 Q03 ©WS „ ^ O^So o o j -a -3 o o 002^ a'o © -3 ,-g -3 3 ”3 q Eh © ’-2 co-e © w.^® ec.Sr^FH bvP-a .2W 2T.33 g 3 3 CSW PO a 3 ojjm" -- komP^’So S’ a o ® Q-§ I M o M ft ©02 O 60 j d O 37.2 3 -3 32.3 3 “of I 111 I wSw ji to O t> 00 a 3 are ex officio. MANUAL TRAINING. 897 Remarks on Table 75. The manner of conducting these institutions is no exception to the usual methods adopted for governing public and private institutions. When the school is a part of the public school system it is under the control of the city school authorities for the common schools; when the school is a private establishment it is managed by a body, in most cases, either denominated board of trustees or board of directors. If the school is apart of a university system, its controlling body is the university board; the St. Louis school, as before intimated, is controlled by a special “managing committee,” appointed by the university board. Two schools, those of Toledo and Cleveland, both public schools, call for separate comment by reason of the circumstances connected with their establishment and the in¬ fluence of those circumstances in the matter of their government. The estate given by J. W. and Susan Scott and others to found the Toledo University of Arts and Trades being insufficient to carry out the intention of the donors, the uni¬ versity board tendered the property to the city of Toledo, on condition that the city would assume the trust. The conditions having been accepted, the common council es¬ tablished the Toledo University under a board of directors (trustees), of which the first department to be established was the manual training school. The board of directors of the Cleveland school is composed of eight members selected by the corporation own¬ ing the property and seven selected by the board of education of the city, the city paying the running expenses. The title of the officer in charge is, in the greater number of cases, principal; in five in¬ stances he is called director. In the case of the Baltimore school the principal is a naval engineer, detailed for special duty by the Secretary of the Navy. As a rule the membership of the controlling body is large, while the term of service is short. At Philadelphia, Baltimore, and Omaha, and in other cities the subject of man¬ ual training is placed under the care of a committee of the public school board. How far the short duration of service is modified by reappointment we cannot say. In the chapter devoted both training of teachers (p. 411) we have found the president of the Colorado Teachers’ Association advising his colleagues that the power of man¬ aging his school was in the hands of the teacher, since both the trustees and the public, though disposed to think they know what they want are willing to confess, tacitly at least, their ignorance of the means of attaining it, depending on the teacher for a plan. Is and has it been so in the case of these schools? The discussions of the “Board meet¬ ing ’ ’ and the private conferences preparatory to official action do not appear in the an¬ nual catalogue of the institution for obvious reasons, much less may they be made a sub¬ ject of inquiry by this Office. But having in mind the splendid condition of the schools of St. Louis, of Chicago, and others, and applying the maxim “ as is the teacher so is the school,” we can run no danger of being criticised as overbold in saying that the directors have a controlling power although they are not ‘ ‘ the controlling body. 5 ’ Their limitations are financial rather than arbitrary. 57 ED Table 76. — Manual Training Schools, Requirements for Admission, Fees, and Length of Course. 838 1C i «S* b* Ct. © O 3^ 1C CO CO lCCOt-»ft M 1CWNC0 CO r-5 co © o © O 0 0 0 0101 '=< to Tji ft ft e c eo eocoooi CO ^ 1C CO CO 2 b a © Eg 1C O O O o 1C O 1C O i> O 01 1C 00000 U U U 14 c3 d cj cj 41 4) 01 © ft ft ft ft_._w.fl 01 © .2 to g3 ©tn^-i £ 7$ bfi w, <3 ft o ao.2 S3 ^ ~ ^ £ ^ o o acs §®u©s ,2 O .© •© . ^ © S.3 ® ,2 o -a ,s 2 00 ClOi-IOl a Three day3 a week. b Not admitted. MANUAL TRAINING. 899 Remarks on Table 76. The uniformity of the literary requirements for admission in schools of this class is remarkable: none, except the Hebrew Technical Institute, will admit a student that is not prepared to enter a high school. Thus the proper elementary foundation of the intending pupil is insured. Fourteen seems to be the age, at least as far as given, at which the applicant is admitted. The Philadelphia School and the Hebrew Technical Institute, however, are exceptions to this, the age being 13 and 12 respectively. These are minimum limits; what the average age of those admitted is we do not know. In several instances the requirements are somewhat higher than what is usually de¬ noted by “studies of the grammar grade.” But it is unprofitable to discuss this, since the important fact is that the pupil, before entering, must have been well grounded ia the elements of learning and must have attained to the physical maturity necessary for his future studies; for even where the minimum age is not given it may safely be implied from the literary requirement. Four schools charge tuition, two of these are attached to a university, and two are conducted under the auspices of societies. At the St. Louis school the cost for the course of three years is $240; at the Chicago school $300: at the Tulane University Department, $150; at the Cincinnati Technical School (course of four years) $450. Where the schools are public institutions tuition of course is free, the charge at the Cleveland school being for material used. It will be observed that in several instances non-residents attending public schools are charged an annual fee of forty or fifty dollars. The course of these schools is of three years of about forty weeks each, but at the Cincinnati and the Toledo schools it is of four years, while at the Haish School the pe¬ riod of instruction is reduced to two. At Omaha the full course has not yet been in¬ troduced, the work being confined to wood-working;1 at the Chicago High School only the first and second years wood- working and forging have been introduced. The normal distribution of time between the two concurrent systems of development is, taking the early schools into consideration, three hours for literary work and three — two for shop work and one for drawing — for manual training. At Tulane University the preponderance is greatly on the side of literary training, while at the School of Practical Mechanics and Design the converse is true. In several instances the manual training is given three times during the week. At the Miller Manual Labor School, where instruc¬ tion is given in this way, the work continues for five hours, is lumped, as it were. At the Cleveland school there is no literary department, the manual training pupils being drawn from the city high schools. Minor differences are exhibited better by the table than they could be here described. 1 There are several other systems which have manual training departments in their liighschools. See Table 71, Column 6, and p. 830 et seqq. 1 2 3 4 5 G 7 8 9 10 11 12 13 14 15 16, 17 18 EDUCATION REPORT, 1887-88. Table 77. — Manual Training Schools , Studies of Literary Department. Manual Training ; is Conducted on— ; cn .2 tf © 1 © in c3 "cl .2 Three Year Plan. Name of School. [Abbreviated.] 3 60 § to -r3 o - - Pupils in — Other. <5 s % Science. C *© o H History. Civics o Eco Wood. 1 To | H l O 1 fa Machine shop. 1 3 3 4 5 6 i 7 8 9 SO ii Haish School . Yes. i”es. Yes.. Yes.. Yes.. [ Yes.. 14 8 . Chicago School . Yes.. Yes. Yes.. Yes.. Yes.. ! Yes- | 98 67 | 1 37 Chicago High School Department. Tulane University Department. Baltimore School . Yes.. Yes.. Yes.. j 50 30 ! (a) , Yes.. Yes.. Yes- Yes.. Yes- No... ! Swedish system... , Printing also . 1 Yes.. Yes.. No... j Yes- Yes./ Yes.. &123 50 1 . t 3o McDonogh Institute School of Practical j cYes.. cYes.. L ! exes.. Yes.. Yes.. c Carpentry, print¬ ing, farming. Yes- No... No- No... No- No... 40 1 . 16 18 Mechanics and Design. St. Louis School . Yes.. Yes- Yes.. Yes.. Yes..! Yes.. 90 74 58 Omaha High School Department. Pratt Institute . Yes.. Yes.. Yes.. Yes..| Yes..* 65 (a) 0 (a) 0 Yes.. Yes.. No- Yes.. Yes.J Yes.. 15 Hebrew Technical 1 Yes.. Yes- No... Yes- Yes.. 45 45 20 Institute. New York City Col¬ lege Department. Cincinnati Techni¬ Yes.. Yes. . Yes.. Yes.. No- No- 109 Do 36 ' Yes.. Yes- Yes- Yes- Yes- Yes..! d-30 30 (a) 5 cal School. Cleveland School . Yes.. Yes- Yes.. Yes. . Yes.J Yes.. 88 23 I Toledo School . ' Yes.. Yes- Yes..! Yes.J Yes.J 1 Yes.. c95 20 7 Girard College De- i partment. Philadelphia School Miller Manual i Labor School. Yes . Yes.. Yes..' 1 Yes.. Yes.. Yes.. Yes..; Yes.J Yes.. Yes.. 156 102 68 Yes.. Yes.. Yes.. Yes.. , No — No... 40 15 12 Agriculture and commercial oc¬ cupations. Total . j, . j j- 1,058 538 298 . r 1 . ! 1 a Not yet introduced. b Forging comes in first year here. cLast two years of course. MANUAL TRAINING. 901 Literary and Manual Courses of Study. Equipment for Manual Training. Building. Motive Power. (Capacity of Engine.) Appliances for — Wood-working. Forging, Mould¬ ing, etc. Machine-Shop Work. 12 13 14 15 16 10 H. P . 18 benches, 8 lathes.. 50 benches, 24 lathes 4 forges . 1 engine lathe, speed lathe, drill, 2 benches, etc. 10 engine and 2 speed lathes, and vises and lathes for 40 pupils. 4 stories, 51 by 165 feet. 52 H. P. Corliss 25 forges, 23 anvils, 2 brass furnaces, and tools for 72 pupils. 3 stories, 120 by 40 feet. 1 building, 4 stories, 43 by 90 feet ; 1, 50 by 50, and 1, 62 by 92. 20 H. P . Provision for 30 pupils. Provision lor 250 pupils in carpen¬ try, 75 in pattern making. Provision for 15 pupils. b Provision for 75 in moulding, 72 in forging, and 75 in sheet metal. Provision for 12 pu¬ pils. Provision for 150 pupils. 3 engines — 2 15, and 1, 6 H. P. 4 stories and wing. .. 3 stories, 100 by 45 feet. 2 rooms in High School building. 1, 4 stories, and several others. 2, 4 stories . 35 H. P . 20 benches, lOlathes 4S benches and 48 lathes with tools. SO benches and 80 lathes and tools. 36 benches, 12 lathes 14 double benches, 10 lathes. 30 benches and 30 lathes. 24 benches and 12 lathes. 44 benches, 20 lathes 48 benches, 24 lathes 11 forges . 1 speed and 10 en¬ gine lathes, 10 vises and sets of tools. 5 speed and 26 en¬ gine lathes, 12 vises. (o) 50 H. P . 22 forges, anvils, and tools, 24 moulding benches. (a) 36 forges, 36 anvils 1 forge and 2 an¬ vils, moulding benches. 6 forges, 20 anvils.. 24 forges . 20 H. P . 40 H. P . 25 H. P . 1 20 vises, 2 speed, 2 engine lathes. 30 speed and 4 en¬ gine lathes. (a) 5 speed and 3 en- ! gine lathes. G engine lathes, 4 speed. 1 room, 35 by 118 feet. 1 room, 60 by 90 feet. 3 stories . 25H.P.and8H. P. gas engine. 7 H. P.gas en¬ gine. 50 H. P . ! 20 forges, foundry I for 20 boys. ' 20 forges ... . 4 stories, 123 by 58 feet. 60 H. P . 8 H. P . 8 H. P . 55 benches, and lathes; 8 speed lathes. Provision for 24 . 10 forges, anvils, and sets of tools. Provision for 24... I 35 lathes and 35 vises, and 3 iron lathes. Provision for 16 . 4 stories, 40 by 120 feet ; 3 stories, 35 by 100 feet. 1, 30 H. P. and 1, 40 H. P. 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 d The course being of four years the plan differs somewhat. e Number in course of first and second year courses. 902 EDUCATION REPOET, 1887-88. Remarks on Table 77. The foregoing table is perhaps the most important of the series. By it are intended to be shown not only what is taught, but the equipment for teaching, as to buildings, motive power, and manual training appliances. That drawing is one of the three essen¬ tial elements of the curriculum of this class of schools, simple inspection of Column 9 of the preceding table will show, and that in these schools it is mechanical or industrial, or both, if these terms be convertible with instrumental drawing and designing, will be at once inferred from the very circumstances of the case. To present the character of the instruction given in the various courses in drawing, were it always possible, would require the insertion in full of such course in each instance, and even then this would only be the quantity of the work required, its quality not being subject to statistical handling. The same remark holds true of the other two divisions of these schools, con¬ sidering drawing for convenience as separate from the manual training department. Only those features which are common to all can be registered in a synopsis of this kind; peculiar excellencies of a particular school must be subordinate to the presentation of the characteristics of the class. From Columns 5, 6, and 7 it appears that the three departments of Professor Bain’s “Renovated Curriculum” — science, humanities, and the mother tongue — are well rep¬ resented.1 Algebra, geometry, and trigonometry, which, with mechanics in some in¬ stances, are the subjects embraced by the term “higher mathematics,” are essential to the student who desires to enter a superior technological school, and the same may be said of science, of which, however, only the elements are taught. It must be remem¬ bered that these are not finishing schools, they neither j>retend to turn out workmen, or completely educated men in a scholastic sense. They are preparatory schools, prepar¬ ing their pupils to begin work in the world as an apprentice or to enter upon a college career, as each may elect or circumstances dictate, and have, as Principal Klemm re¬ marks of his school, “ virtually a high school course, minus the dead languages, but plus manual training.” But, as appears, foreign languages are not neglected. At the Miller Manual Labor School and at the St. Louis school Latin is taught. In the case of several of the schools not reporting their curriculum the answers to Column 4 have been assumed. It is scarcely necessary to say the modern language taught is French or German. At the New York City and Girard Colleges Spanish may be taken. In the preceding pages we have spoken of the American manual training school. In this system of instruction as introduced into this country and typified by the St. Louis and Chicago schools, the instruction in manual training extends through three years, of which the first is confined to working in wood, the second to forging and moulding, and the third to the finer work of the machine-shop. Had the answer to the question, ‘ ‘ Is manual training conducted on the Russian System ? ’ ’ been less frequently ‘ ‘ not exactly ” or “ not quite, ’ ’ the heading adopted for Columns 8, 9, and 10 would have been Russian System rather than ‘ ‘ The three year plan, ” which, in the case of the Cincinnati and Toledo schools, is untrue, since they have courses of four years. In considering the statistics of Columns 8, 9, 10, the constant diminution of the at¬ tendance with each year of the course at once attracts attention. In lately established schools this might be explained by the limitations of attendance caused by inadequate accommodations in the higher grades; but such reason will not hold in the case of the St. Louis and Chicago schools, the oldest of the class. An examination of the list of pupils in the catalogues of these schools, where the students are grouped according to the year of study, shows the same fact exhibited by the table. Of the lowest class of 1884-85, consisting of 100, only 63 percent, were in the third year class of 1886-87 at St. Louis. Of the 77 enrolled in. the lowest class of the Chicago school in 1885-6 about 50 per cent, were in the third year class of 1887-88. “About one-half of those who attend the school remain to graduate, ’ ’ says Director Woodward. It would thus appear that the attendance at the schools of this class is subject to the same process of diminution that obtains mother educational institutions. In the Omaha, Minneapolis, and Washington high schools only the first year of the course has as yet been introduced. In the Chicago High School and at the Cincinnati Technical School the last year is still wanting. The buildings occupied by these schools consist of three or four stories. In cities, where ground is costly this might be readily explained on that score; but it will be ob¬ served that the same fact obtains in the case of the Miller Manual Labor School, which is situated on a farm. In several instances it will be noticed that rooms of the high school building are occupied by the manual training department. The Toledo, Chicago, St. Louis, and Cleveland schools have the most powerful motive power, so far as this is indicated by the capacity of the engine. At the Baltimore school there are three engines. Education as a Science, chap. xi. MANUAL TRAINING, 903 In conclusion, for comparison, with the programme of studies of the St. Louis school, given on page 889, tho French Ecolcs Primaircs Supcrieurs, of which we have spoken at length on page 850, is here given. Course of Study op the Higher Elementary Schools op France. Theoretical branches . ‘ ‘ The following is the course of study prescribed. The subjects of this programme are apportioned over the three years’ course, so ments of professional instruction. Moraijs. — The principles of morals, duties, and rights of the citizen, elementary principles of political economy. French Language.— Methodical study of grammar and orthography, etymology, and der¬ ivation of words, exercises in style and compo¬ sition, elements of the history of literature. "Writing. — Principles and practice of running- hand, round-hand, and commercial handwriting. History. — Principal characters of antiquity, history of France up to the present day, develop¬ ment of national institutions, chief epochs of general history (ancient, middle ages, and mod¬ ern). Geography.— Physical and political geogra¬ phy of the world, special geography of France (comprising the divisions for administrative purposes), economic geography, map drawing. Modern Languages.— One modern language at least. Mathematics. — First year: Theoretical and practical arithmetic, first elements of ordinary geometry. Second year: Advanced arithmetic, elements of algebra, plane geometry and its ap¬ plications. Third and fourth years: Principles of algebra as applied to the solution of simple Professional as to apply in the best way to the require- equations, the elementary principles of recti¬ linear trigonometry as applied to the estimation of triangles, elementary principles of solid geom¬ etry and their application, the common curves. Accounts. — First principles of commerce and account keeping, book-keeping, current ac¬ counts bearing interest. Physics. — The most important phenomena and the principal theories of physics, modern dis¬ coveries and the applications of science to daily life. Chemistry. — Exercises involving the obser¬ vation and examination of some of the familiar facts introductory to the study of chemistry, the metalloids and the most useful metals, the laws of chemistry, the elements of organic chem¬ istry. Natural History.— Organs and functions of men and animals, practical study of tho prin¬ cipal groups of animals and vegetables, applica¬ tion of hygiene to the local industries, principal facts of geology, and examination of the best known minerals. Singing. — Choir, with three parts. Gymnastics. — Exercises with apparatus and military drill. Instruction. 1 ‘ The programme of professional instruction in the workshops is apportioned to the three years, as follows, and is in practical operation in a number of schools: First Year. [Two hours per day.] Drawing and Modelling.— Execution of the regular geometric solids of given dimensions from figured sketches. Workshop Teaching.— (First period)— Work¬ ing in wood : A box, a drawing board, a mortise and tenon-joint, a slit and tongue-joint, a joint halved together obliquely, a St. Andrew’s cross, various kinds of scarfed joints, (Second period) — Working in iron : Exercises with the file on an uneven piece of iron. Make rectangular parallelopiped, with a square base of given dimensions ; this to be converted into an octagonal prism, then into one with sixteen sides; this to be filed round; then, in the lathe, to turn this into a cy Under of specified diameter, and finally convert- it into a hexagonal prism. • (Third period) — Working in wood : Various kinds of dovetail joints, splices, skew-splices, halved together, scarf-halved with dovetail pieces. (Fourth period)— Working in iron : Tool mak¬ ing, two rules in iron of given dimensions, two plain squares, a pair of callipers, exercises with the lathe and cutting chisel. Second Year. [Three hours per day.] Drawing and Modelling.— Execution in graduated series of ornamental casts composed of elements of solid geometry, arranged system¬ atically; rosettes, etc. Work in the Shops.— (First period)— Work¬ ing in wood : Mortise and tenon to moulded work, tenon for mitre-joint, mortise and tenon with champfered dovetail, tongued joint with cross-ties, mortise and tenon for quoins. (Second period) — Working in iron: An angle out of square, a pair of pointed compasses, a hand vise. (Third period)— Working in wood: Angle open mortise-joint, slit and tongue joint in two Second Year — Continued. thicknesses of stuff, stepped mortise and tenon, square joint of two cylinders, oblique joint of two cylinders, a pair of screw-clamps. (Fourth period) — Working in iron : Bit pin¬ cers, screw-wrench, exercise with the lathe, ex¬ ercise with the cold chisel. Third Year. [Five hours daily the first six months, seven hours the last six.] Drawing and Modelling. — Elements of architecture, orders and styles, ornaments of the different orders and styles. Industrial drawing : Theoretical principles of composition and of the arrangement of colors. General principles of the application of draw¬ ing to pottery, to fret cutting in wood and metal, to artistic locksmith’s work, and to the orna¬ mental stamping of paper and fabrics. Chemistry. — Experiments in the laboratory, manipulation, analyses, mode of fixing colors (applied to pottery, stuffs, etc.). Accounts. — Industrial account keeping, fix¬ ing of a scale of profits, applying the same to the work of tools and machines. Work in the Shops.— (First period)— Work¬ ing in wood : The making of tools, moulding- block, mitre-block, wood bench-clamp, tenon saw, small hand saw, inlaying saw, a plane, use of the wood lathe. (Second period)— Working in iron : The mak¬ ing of tools, a pair of steel squares (one of them to be a rim square), a tap wrench, working with the cutting chisel. (Third period)— Working in wootl : The mak¬ ing of tools, a plane, jack plane, square, mark¬ ing gauge, grooving plane, work with the lathe, model making. (Fourth period) — Working in iron : Making a shifting gauge, working at the forge, element tary work, making of tools, chisels, cross-eu- ehisels, boring bits, etc., working at the lathe and with the cutting chisel. 904 EDUCATION REPORT, 1887-88. Table 78. — Manual Training Schools, Instructors and Pupils. Name of School. [Abbreviated.] Instructors. Pupils. Literary Depart¬ ment. '> eg ft Manual Train¬ ing. Enrolled, j Present. In Literary De¬ partment. fcb 1 S *2 Male. Fe¬ male. Male. Fe¬ male. Dec. 1, 1887. Junel,i 1888. | 1 2 3 4 « G 7 8 9 10 11 12 1 Haish School . 5 2 i 1 24 1 20 18 25 25 25 2 Chicago SchooL . 3 1 2 4 202 0 202 192 202 202 ; 202 3 I Chicago High School 1 2 85 o 85 85 85 j Department. 4 i Tulane University De¬ 18 0 3 4 265 o a265 265 I 265 partment. 5 ; Baltimore School . 6 0 3 •j 601 o 275 601 ' 601 ! 601 6 McDonogh Institute . : 6 0 2 3 96 0 90 83 90 90 90 7 | School of Practical Ate- j 2 3 82 31 113 78 i chanics and Design. 8 | St. Louis School . ; 4 1 o 4 222 0 | ] 222 ! 222 9 | Omaha High School 1 84 10 94 | Department. 10 Pratt Institute . 3 1 bS 4 15 o 15 15 15 j 15 15 11 Hebrew Technical In- 1 3 0 2 4 | 130 0 90 110 130 j 130 130 t stitute. 12 New York City College 5 0 1 2 ; ; i98 0 176 158 198 i 198 198 Department. 13 I Cincinnati Technical 4 1 2 i 60 4 64 56 60 i 64 62 School. 14 ! Cleveland School . ! 2 4 1 140 0 82 121 1 140 j 140 15 ! Toledo School . . 1 c0 129 174 220 200 i . | 16 j Girard College Depart- 1 5 4o0 1 6 1 . 450 j ment. 17 j Philadelphia School . 6 0 2 4 2S9 o ! 283 326 326 ; 326 326 18 Miller Manual Labor : 6 8 2 j d8 194 73 243 246 267 ! j 40 267 School. Total . 69 14 32 67 3,246 293 | 3,250 i . . . . a Reported as 330. c Of these three are ladies. 6 Of these one is a lady. d Of these two are ladies. Remarks on Table 78. The above table contains the statistics that have been given in these reports for several years. Although the facts as tabulated are purely numerical, an examination of the several columns shows that other tacts may be inferred. It is perfectly obvious that the corps of instructors in these schools is composed of men. This was, of course, to be ex¬ pected in the manual training, perhaps even in the literary departments, but it will be observed that the fact holds in the case of drawing. Examining the statistics of emol¬ ument the male element is found to far surpass the female. The query here, however, is, Why should there be any females in schools conducted on the Russian system? In the case of the School of Practical Mechanics and Design it is inferred that the young ladies in the school are following the course in design and wood carving, in which ‘ 1 the instruction in wood carving advances in parallel lines with original design — from its first rudiments to the most elaborate work — with a view to developing the eye, the hand, and the imagination at the same time.” At the Omaha School the girls have until recently been admitted, while at the Toledo School a separate department, in which cooking and sewing is given, has been instituted. In considering the columns in which are given the number of instructors, teaching what may be called literary subjects, the distinction between the manual training school as a department of an educational institution, only a part of whose students are taking the manual training course, and the manual training school proper, where every student of the literary department is also a student in the shops, must be kept in mind. The only seeming exaggeration as to the literary faculty is in the case of Tulane University Department, and the Office is not prepared to say that even in this case it is more than a probability. MANUAL TRAINING. 905 Several schools do not answer the inquiry, notably the Cleveland School, the principal remarking that nothing but manual training, including drawing, is taught in that school. While this may impair the accuracy of a total of the number of instructors in the liter¬ ary department, it has no influence on the individual statements of the manual training schools proper. In manual training schools pure and simple, as, for instance, the private school at Chicago and the public one at Philadelphia, the literary faculty varies from four to six in number. This teaching corps has a teacher or a professor of science (chemistry and physics) ; of mathematics, to which is attached another subject; and of English and his¬ tory. But the lines are not strictly drawn and mathematics are united with English, with physics, or with physiology, according to the school. At the St. Louis School a somewhat different arrangement of the literary faculty obtains. Here the third year class, the highest, is in charge of an “assistant” to the director, who has himself an assistant. The second and first year classes are also, respectively, in charge of an as¬ sistant to the director, and all these gentlemen, it would appear, are aided by an assist¬ ant in physics, and by another, a lady, in language and history. The statistics of the teaching force of the manual training department are not liable to the objection that can be made against a total of the literary corps of instructors as given in the table. It appears that there were 32 instructors of drawing in these schools and departments, all men with one exception. In six schools it appears from the cata¬ logues that one at least of the drawing teachers of each school had other duties to per¬ form. In the workshops of these schools there are 62 instructors, excluding five female teach¬ ers. These teachers are known as “Instructors;” instructors in wood- work, in iron¬ work or metal shop, etc. In general there is an instructor for each of the departments — wood-working, foundry, iron-working, and machine construction and finishing. In several instance the instructor of the wood-working department has an assistant or col¬ league. At the Chicago Manual Training School the wood-working department, the forge and foundry, and the machine shop have each an instructor, he of the wood- work¬ ing shop having an assistant. At the Tulane Department there are two instructors in “wood working,” one in “ iron- working, ” and one in “ machine construction. ” The Baltimore school has an instructor of “carpentry and wood- turning,” another, in the same department, of “pattern-making and moulding; ” one of “forge and sheet-metal work,” and, in the same department, another for “machine-shop work and finishing.” It would appear from this the Baltimore has two departments — wood and metal work¬ ing. At the school of Practical Mechanics and Design there is an instructor in ‘ 4 metal¬ work,” and two others in “mechanical engineering.” At St. Louis there is an in¬ structor in “wood- work,” another in “forging,” a third in “iron-work,” and over all a superintendent. At Cincinnati there is a teacher who is in both the literary and shop departments. One of the teachers of drawing is also a shop instructor, there being but one instructor whose time is wholly devoted to the manual training given. At Phila¬ delphia there is an instructor of “wood-work,” one of “smithing and foundry” work, one of 4 4 metal work, : ’ a fourth of 1 ; mechanical construction. : ’ At Girard College there are instructors in “carpentry,” in 4 4 wood-turning,” in “foundry and forge,” and in “ iron- work.” The Office has quoted the specific part of the designation of the members of the several corps of the manual training departments, fearing to generalize and say that the work carried on in these schools amounted to about the same thing and was subject to the simple division adopted by the Chicago Manual Training School — wood-shop, forge and foundry, and machine shop. It would be interesting to know the social strata from which these schools have drawn their pupils and the vocations followed by these after graduating. As to the first matter there is no room for doubt as to the condition from which the philanthropy of a Girard, a Miller, or a McDonogh has lifted the friendless and poverty-stricken youth of the dis¬ trict, for which each has caused a school to be established; these schools are specifically for “ poor boys. ” At the recently founded Pratt Institute “it will be the endeavor to make possible by some means consistent with self-helpfulness and self-respect the admission of every worthy applicant.” One of the conditions of admission to the Hebrew Technical In¬ stitute is that the child be poor. These institutions, with the exception of that established by Mr. Pratt, are eleemosy¬ nary; their wards are too young when admitted to have the feeling of honorable inde¬ pendence that Mr. Pratt would inculcate or sustain. But these private and public schools as a class are by no means eleemosynary. In the first place manual training has not been adopted by them as the best means of scien¬ tifically teaching a trade, but they have been, or at least are now being, established to afford opportunities of acquiring a completer education than is given by the purely lit- 906 EDUCATION REPORT, 1887-88. erary course of elementary and secondary education, which, as many critics claim, is en¬ tirely too bookish. If the Office understands aright the phrase, “We do not teach a trade ” (and the language used by the directors of the St. Louis and Philadelphia schools in particular), so constantly used by the chief officers of these schools, it is as though a college president were to say, “We do not teach Greek to make Hellenists.” The object of the work is training, in one kind of school of the mind and hand, in the other of the mind.1 In both the subject matter of instruction is not the end, but in the manual school this instruction has a practical value, at least to the intending mechanic, while it is quite a common place to say that Greek and other time-honored academic studies are only smattered in to be forgotten. In the second place, these schools are not fostering; they are not yet even boarding schools;2 but as educational institutions of a more practical and therefore better type, so it is claimed, place themselves boldly in open competition with other secondary institutions of the country. To the inquiries, then, as to the social standing of the pupils in attendance at these schools and their subsequent careers may legitimately be added a third, or, for the present purpose, the three may be looked upon as resolving themselves into the inquiries, Are those who are desirous of fitting themselves better for non-technical pursuits or for those called learned (see page 890, extract from catalogue of St. Louis School) following the course of these schools ? Are pupils or guardians attracted by the educational advantages these schools offer, an abstract point of view, or by the industrial character of the course, a view essentially concrete and in unison with the practical spirit of a business community ? The indelicacy of asking for information that would show the social standing of the pupils in attendance at these institutions is an insurmountable obstacle to soliciting it. Fortunately, however, for our inquiry the city superintendent of Cleveland gives sta¬ tistics of the kind desired. The last class entering the manual training school of that city numbered 58, the members being pupils of the Central High School, with the ex¬ ception of six. Three are orphans. The occupations of the parents are as follows: Railroad purchasing agent . 1 Salesman . 5 Saloon-keeper . 1 Foreman . 2 Gardener . 1 Mechanic . 5 Porter . 1 Roofer . 2 Total . 55 We have grouped these parents in order to obtain some percentages, but if the reader supposes that much time has been spent as to whether the occupation of a saloon-keeper has more affinity to that of a banker than to that of a druggist or to that of a mechanic he is very much mistaken; the arrangement is rough, and therefore our ratios are only approximate. Fifty-eight per cent, of the parents of the 55 boys were sons of business men — that is, men not following a technical calling; 20 per cent., including the porter and gardener, were mechanics ; 13 per cent, were of the learned professions, and 9 per cent, were of a technical calling. Or, using dress as a basis of classification, 80 per cent, of the parents of the 55 boys were in all probability well dressed, and 20 wore common clothes while working. This shows that the manual training school of Cleveland is not by any means occupied with the education of the progeny of the “lower orders.” We are, however, no nearer an answer to our inquiry as to the motives that have induced these parents to send or permit their children to attend the manual training school.3 1 The thorough going advocate of these schools as educative institutions might prefer to say that the manual training school, trained the mind through directing the hand to perform the mind’s dictates, while the college trained the mind to comprehend language, and thereby the ideas of others minds. 2 In France the Ecoles superieures primaires are. 3 In the high school of Philadelphia, then a city of about 200,000, there were in 1840 65 pupils whose parents were classed professionally thus : Architect . 1 Civil engineer . 3 Druggist . 1 Lawyer . 4 Minister . 2 Physician . . 1 Banker . 1 Book-keeper . 3 Business agent . 1 Cashier . 2 Clerk . 1 Clerk of court . 1 Grain inspector . 1 Insurance agent . 1 Manufacturer . 4 Merchants : Drygoods . 1 Lumber . 5 Grocer . 2 Wall-paper . 1 Liquor . 1 Artist . 1 Clergyman . 1 Sailing master . 1 Teacher . 1 Clerk . 3 Collector of taxes . 2 Contractor, railroad . 1 Inn-keepers . 2 Manufacturer . 3 Merchant . 5 Store keeper . 4 Trader . 2 Yictualer . 1 Bakei . '. . 1 Blacksmith . 1 Book-binders . 1 Bricklayer . 1 Carpenter . 2 Combmaker . 1 Cooper . 1 Corder . 1 Cordwainers . 8 Distiller . 1 Farmer . 1 Hatter . 1 Iron founder . 1 Plasterer . 1 Plumber . 1 Pumpmaker . 1 Stone cutter . 1 Tailor . 1 Tobacconist . 1 Turner . 1 Watchmaker . 1 Weaver . 1 Laborers . 3 Unknown . 5 Total . . . 65 MANUAL TRAINING. 907 “Until lately,” says John Stuart Mill,1 2 “all employments which require even the humble education of rendingand writing could be recruited only fromaselect class, the ma¬ jority having had no opportunity of acquiring these attainments. All such employ¬ ments accordingly were immensely overpaid as measured by the ordinary remuneration of labor. Since reading and writing have been brought within the reach of a multitude, the monopoly price of the lower grade of educated employments has greatly fallen, the competition for them having increased in an almost incredible degree.” The founder of the science of political economy remarks:* “ The wages of labor in different employments vary according to the probability or improbability of success in them. The probability that any particular person shall ever be qualified for the em¬ ployment for which he is educated is very different in different occupations. In the greater part of the mechanic trades success is almost certain but very uncertain in the liberal professions. * * * In a perfectly fair lottery those who draw the prizes ought to gain all that is lost by those who draw the blanks. In a profession where twenty fail for one that succeeds that one ought to gain all that should have been gained by the unsuccessful twenty.” The leaders of the manual training movement stoutly maintain the educational value of these schools, but it is a question if the patrons are not reasoning like Adam Smith or Stuart Mill. It is folly to deny that there is considerable discontent with the pres¬ ent system of education which, in its academic features, is an importation, and in the elementary grades, though indigenous, rather the adaptation of modern times3 of a sys¬ tem that had its origin during the seventeenth century among a remarkable people hav¬ ing as its only text-book the work whose momentary presence in the schools causes so much discussion now. As to the subsequent career of the graduates the Office has some statistics. Let us hear what Director Woodward has to say about the St. Louis school. It is thought the quotation is not too long for those who would know something of this subject: “The number of students attending the school last year was 230. The number who were graduated, receiving the diploma of the school, in June last was 52. Of those at least eighteen have entered Yvashington University or elsewhere as freshmen; a majority of these advanced students will become engineers, architects, or teachers. The school thus proves to be a most successful preparatory school for higher education. Those who have gone to work have scattered into a great variety of occupations, the greater num¬ ber finding opportunity to profit by their knowledge of tool work and workmanship. The tendency towards responsible and lucrative positions is highly marked. The fol¬ lowing list of occupations includes all the graduates of the first three classes — 1883, 1884, and 1885: Students of engineering, law, or medicine . 20 Clerks . 22 Teachers . 10 Draughtsmen or architects . 10 Machinists . 6 Artisans : Pattern-maker, bricklayer, shoemaker with power machine, moulder, electrician . 5 Farmers or ranchmen . 4 Business men . 6 Foremen or superintendents . 4 Ticket agent . 1 Engineers — mechanical, civil, or mining . 7 Manufacturers . 6 Total . 101 ‘ ‘ Over a year ago the average monthly wages of those in the above list who were earn¬ ing regular wages was about $74. Their average age at that time was twenty years. ‘ ‘ In the higher classes of this university I am daily brought in contact with graduates of the Manual Training School, and I have abundant opportunity to observe their mental and moral characteristics. My observation confirms the unanimous verdict of my fellow professors, to the effect that manual training is almost indispensable as a preparation for higher scientific or professional training. It gives great power of close examination and logical analysis. It encourages habits of precision and system in planning and execut¬ ing tasks. It makes many things possible in the laboratory and class-room which would otherwise be almost out of the question. When a student turns to his draughting in- 1 Political Economy, B’k II, Chap, xiv, Sec. 2. 2 Wealth of Nations, B’k I,, Chap, x, Part 1. 3 In an article entitled “L’Education Hygienique et le Surmenage Intellectuel ” (Revue des Deux Mondes, 15 of May, 1887, number) Monsieur Rochard, of the French medical academy, remarks: “ Each step that civilization has made, each conquest realized in the domain of intellect has been signalized by another addition to the programme of the schools.” 908 EDUCATION REPORT, 1887-88. struments and to the bench, lathe, or anvil as naturally and with as much confidence as to his table of logarithms or his dictionary, he occupies a vantage ground which his fellows are quick to recognize. ‘ ‘As to the ability of our graduates to step to the front in the line of practical mechan¬ ics, I take the liberty of quoting from the letter of the general foreman of a large system of railway shops, sent in answer to an inquiry as to the outcome of manual training: ‘ ‘ ‘As an employer, I will say for several of the manual training school boys I have working for me, that they will in one year accomplish as much as the ordinary boy (who has not received the training the manual training school gives) will in three. For ex¬ ample, I have two boys working side by side, one from the school and the other an un¬ educated boy; the former has been working here nine months, while the latter has been here over three years, and to-day the boy from the school will do better, cleaner, neater, quicker work by far than the other boy. One boy learns the trade by imitation, while the other learns it by reason and study. The boy from the school is more precise and neat about his work, grasps a new idea more readily, looks upon the new features of the business with greater intelligence, and is better able to direct others and to bear respon¬ sibilities. He has better command of language and can impart to others the ideas he wishes them to obtain. When a difficult point arises the school boy will labor with it until he conquers it, while the other boy will study a while, then give it up. Were I to need a clerk, apprentice, or draughtsman I would and do give the Manual Training School boys the preference, because I get much better results with less trouble.’ ” “I am tempted to add, as a final word, the testimony of a graduate himself (one out of two hundred) and the work he is doing. He says: “ ‘ The principal part of my work is the making of wood and brass patterns and core¬ boxes, and keeping them in order; I also do the greater part of the drawing for the shop; but I am by no means limited to these, as, for the last three or four days of each month, I am called to help get work out, and to help Mr. Jones figure, etc. * * * 1 usually get the work that is out of the ordinary line. ’ ’ ’ In the Chicago Manual Training School 19 of the 49 graduates of the first class, that of 1888, are attending higher technological schools, principally the Massachusetts Insti¬ tute of Technology, Sibley College, Cornell University, and Purdue University. Of the 55 students who have withdrawn from the Baltimore school all but six are following mechanical pursuits. At the Philadelphia school about 20 per cent, have gone to col¬ leges, 10 per cent, have returned to pursue special courses, and about 50 per cent, have engaged in some business in which mechanical skill and drawing is the essential requi¬ site. With these figures before us we cannot resist the conclusion that the graduates of these schools are apt to follow a mechanical occupation, and the question arises whether this tendency is due to the technological training received in these schools. We have given, on page 870, the analysis of the statistics of the Erie, Pa., high school for the twenty years last past, in which the principal sees a proof of the falsity of the charge that the public schools are educating their pupils to dislike working with their hands; and we will now give the statistics as to the vocations followed by the 600 graduates of the Philadelphia high school from 1843 to 1846, attempting to classify them under two heads: WITH HANDICRAFT. Architect . Dentist . , 2 . 1 Glass Cutter . . Hatter . Iron Founder . Machinist . . 2 2 2 . . 26 OTHERS. Cadet . Clerk . . 2 Druggist . 9 Mariners . . 15 Stores . . 169 Engraver . .12 Painters . . 8 Conveyancer . . 17 Baker . . . Plasterers . 9 Engineer . . 10 Blacksmith . .13 Ploup/hmaker . . . 1 Grocer . . 4 Book-hinder . 10 Plumber . . 1 Jeweler . . . 3 Bricklayer . Printer . . 20 Lawyer . . 4 Brickmaker and stone cutter.. 8 Sadler . . 8 Manufacturer . . 3 Carpenter, etc . . .83 Sailmaicer . 2 Physician . . 2 Cooper . 2 Tailor.. . 3 Teacher . . 33 Cordwainer . .25 Tinman . . 3 Unascertained . 22 Currier . 11 Tobacconist . . 3 Dead . . i Cutler . . 1 Watcmaker . . 4 _ Farmer . ,20 Weaver . . . . . 4 Total . . G39 Gilder . It will be observed that the clerks, that much-abused class, compose about 35 per cent, of the whole number as far as ascertained. It will also be noted that about half of the whole number labor with their hands. To such the technological training of the man¬ ual training school would have been of more or less value. The total number of graduates from the several schools has been 589, of whom 275 graduated in June, 1888. Turning to Table 78 we find that the number of pupils enrolled, is of males, 3,246; of females, 293. Comparing the statistics of the schools reporting for the year 1886-87 and MANUAL TRAINING. 909 for the year under review, excluding the statistics of the New York college department, there has been a net increase of 493 in enrolment. Of this increase the Baltimore school has contributed 3*2S pupils, due to causes already explained.1 The statistics contained in Columns 8 and 9 would seem to show that the attendance was maintained quite evenly during the year, although large increases are noticed at the Cleveland and Philadelphia schools. The very valuable statistics of the public school systems, known as average attendance, not being attainable here, these questions (the captions of Columns 8 and 9) were asked in hope that the answers would show, approxi¬ mately at least, the variation of attendance during the year. Thus it will be observed that the eurolment of the Chicago school (Column 6 J is given as 202, the same as the answer to Column 8; that the same columns and Column 9 show 130 enrolled at the Hebrew Technical Institute and 90 present December 1, 1887, and 110 June 1, 18S8. The New York City College department had 198 enrolled and 176 present December 1, and 158 June 1. Philadelphia returns 289 enrolled during the year and 326 present June 1, 1888. Suppose the Office were inclined to satisfy the craving after ‘ £ per capita ; ! expense, not for purpose of convenience in comparing an institution at a specific date with its record, but for purposes of comparison with other schools, ought it to take, in the case of the Hebrew Technical Institute, for instance, “The total number enrolled excluding dupli¬ cates. r ’ that is. 130, or 90, as given in Column 8, or 110, as in Column 9, giving respectively $100, $144. and $117 as the per capita cost ? It is the same with the fine schools of Chicago and Philadelphia, although the variation is by no means so large. Table 79. — Manual Training Schools , I i nances and Property Values. Name of School. [Abbreviated.] 1 1 Haish School . 2 i Chicago School . 3 j Chicago High School De- i partment. 4 | Tulane University De- i partment. 5 Baltimore School . 6 McDonogh Institute . 7 School of Practical Me¬ chanics and Design. 8 St. Louis School . 9 Omaha High School De¬ partment. 10 | Pratt Institute . 11 Hebrew Technical Insti- I tute. 12 1 New York City College Department. 13 ! Cincinnati Technical School. 14 Cleveland School . 15 Toledo . 16 Girard College Depart¬ ment. 17 Philadelphia School . IS Miller Manual Labor School. Total Expenditures for— ^ p 'Z i f S 9 10 11 $2,500 ' 15,000 $25,000 75,000 j 30,000 25,000 ] 20,000; 28.500 ! 1, 000 287, 527 ; 15,000 35,000 1 10.000 j 2,457 45,000 j 1 ! H 55,000 ! 3,000^ 20,000 20,000 IS, 000! 25, 000! (100,000) 2,500 46.000: 35,000 325,000 (loo.ooo) ; 1S1, 957 992. 027 ; 1 0 $3,588 $16,105 0 a$l,945 $545 $14, 220 6$76lj §833 16,000 0 0 0 400; 11,100 5.000! 1,500 0 0 $43, 642 0! . ! 4,421......... 0 12.495 ! 5,872 0 j . ! 16, 45Si 1,400; 870 2, 500, 0 0 I 170! 1,850] 150j 147 oj 6; 6; ell, 000 1,000 10,500 750 j 750 0 c 0 Q9 vest 190 0 5,000 0 0 . 4,600 1,209 300 17,000 700 . 9,000! 1,200 i 6 500 3 000 1 °00 °i 0! w 19,211J 0 0 0 e3, 793 14,025 700 693 0! 0) 71,902 0 15,766; 15, 627 j 1,064 1,661 1 [67,299! 34,300121,416 14,145' 21,766|K».J{14i^)458 1 Page S95. a Voted by Commercial Club of Chicago to meet deficit b Other expenses, $1,691. c The amount of subscriptions. le colle^eereSt fr°m thC Girard fund for 1S87 was 31,228,189, of which $446,992 were expended on e Books, $900. 910 EDUCATION REPORT, 1887-88. ' Remarks on Table 79. Of the several columns in which are given the receipts of manual training schools the two devoted to the amount received from municipalities and from tuition fees are the most interesting. Considering the public^chools only, Philadelphia Stands first with an appropriation of over $19,000, 73 per cent, of which was expended in salaries; at the Balti¬ more school, 69 per cent, of the $16,000 appropriated were expended for salaries, exclu¬ ding that of the principal for reasons already noted under Table 75. The expenses of the Baltimore City College — the city high school — for the year 1887 were $35,293, of which 78 per cent, were for salaries. For the same period the amount paid for salaries in the Manual Training School was about 60 per cent, of the total amount ($11,000) expended, and the cost of material for lessons in the shops, 5 per cent. This matter of proportionate expense will be again taken up. The very large appropriation made for the Cleveland school must also be noted. Of the schools charging tuition, the St. Louis and Chicago schools are preeminent by reason of their receipts from this source, the latter being the only manual training school, pre¬ cisely speaking, that reports an endowment. Of the $1,945 (Column 8) received by the Chicago school, $1,763 were given by the Chicago Commercial Club to supply a deficit, and, as before stated, the Cincinnati Commercial Club pays half of the expenses of the school in that city. The Hebrew Technical Institute is entirely supported by subscrip¬ tions. No gifts or bequests have been made to this class of schools. Of the expenditure for new buildings, the amount expended at Philadelphia and at the Miller Manual Labor School, where forging and foundry work have just been intro¬ duced, are noteworthy. Comparing the amount paid for salaries in the Chicago, Baltimore, St. Louis, and Philadelphia schools, and bearing in mind that the principal’s salary of the Baltimore school ($2,400) is not included in the amount paid by that school, it is noticeable how little they vary. These schools are complete institutions, not departments of a high school or college, and now are fully equipped for work. If these figures can be general¬ ized upon it may be said that the annual cost of the teaching corps of a manual training school falls somewhere about fourteen or fifteen thousand dollars. It must be admitted, however, that the Hebrew Technical Institute pays a third less than this, but as the course has recently been extended, additional instructors may be required. The Cin¬ cinnati Technical School, also complete in itself, may be said to have just gotten fully under way. Considering the same schools as above, the annual cost of materials used is between seven and nine hundred dollars annually. The reader will readily see that if the cost of teaching in an institution containing 10 students were $10,000, the per capita cost of teaching would be $1,000; and if in the same institution, with the same teachers, there were 100 students, $100. In brief, not to expand so obvious a thought, before such a per capita becomes of value it is necessary, especially when the amounts are comparatively small, to have, as a standard, the per capita of some school, ideal or real, where the teaching is perfection and the attendance just what it should be, and even then it would be necessary to compare the facts of observa¬ tion, as well as the averages. But the cost of the material annually used, although not entirely free from error, has an individuality about it that does not belong to the teach¬ ing of a member of a class. Comparing the number of pupils (not the average attend¬ ance be it understood) enrolled in the manual training department (Column 12, Table 78) with the cost of material used, the following per capitas are obtained, so varying as to defy generalization: Chicago High School Department . . . S4. 96 Chicago School . .. . 4. 12 Baltimore School . 2.50 St. Louis School . 3.92 Omaha High School Department . 1.56 Hebrew Technical Institute . 5. 77 New York City College Department . 62 Cincinnati Technical School . 4.84 Philadelphia School . . 2. 13 Miller Manual Labor School . . 6. 22 Industrial Training. In the foregoing division we have examined a species of educational influences which is brought to bear upon the pupil by placing in his hands the implements of mechanical labor. We have seen that this education of a pupil by his using tools has been a de¬ velopment, a compromise between the theories of an educational philosopher and the practical system of teaching the principles of the mechanic arts inaugurated by a Rus¬ sian engineer. We have examined the opinions of those who contend for the intro¬ duction of this education as such into the public schools and the view of an opponent, while attempting to find what one side desires and the other opposes. But we have INDUSTRIAL TRAINING. 911 neglected the argument of the party which would have the study introduced as a matter ofpolitical economy, whose argument maybe briefly stated by the pedagogical common¬ place, “What you would have come out in the land you must first put in tlio schools.” Teach the mechanic arts in the school and you will have mechanics without number, just as the public schools are turning out, say the members of this party, a multitude of half-grown persons incapable of filling any position save that of a clerk, just as the State board of Massachusetts would put drawing into the schools in order that “ in a few years our enterprising people will begin to discover in our own communities and schools as good artists and artisans as can be found in the most favored portions of other countries.” This is not a pedagogical argument, but the practical common sense of a man of business, and as long as the sentiments expressed by the New York Indus¬ trial Association continue to have a following so long must manual training and indus¬ trial training, elementary or technological, be kept separate and distinct. One of the most important purposes desired by the partisans of industrial training, and by those of manual training also, is the inculcation of ideas about labor that will remove the contempt in which it is now said to be held. If the public school pupil can be familiarized with tool work before this unreasonable prejudice can be formed the idea that manual Labor is degrading will not be an obstacle to pursuing some form of it; the pleasant nature of the manual training not producing the repugnance towards labor that is felt towards books and study by those who have pursued the usual literary course of the public school. But here the two great parties to the propaganda part company. The industrialists, however, are not unanimous as to the philosophy of their object. Some observing the beneficial results of manual labor in reformatory or protective institutions, on those ambiguously called ‘ ‘juvenile delinquents, ’ ’ appear to view the whole schoolable body, or a large part of it, as wearing the menacing attitude of the ‘ ‘ j uvenile delinquent, 5 ’ and the public school as a sort of reformatory or protective institution. Others, seeing how unequally the wealth of the world is distributed, think it but right that the monied class, for several reasons, should make some compensation to the less fortunate. Finally, a third section, and this appears to be not only by far the largest, but also of native American growth, would have the schools used as apprentice shops. We may only briefly refer to the second and third opinions, the social importance of the first would require a chapter to itself. A SOCIALISTIC VIEW OF THE QUESTION. In giving the characteristics of the course of manual training instruction at Paris, we have refrained from giving a feature that is very remarkable to Americans, at least as a feature of the public school system. Not only are manual training shops added to the equipment of the schools, but a kitchen and dining room have been annexed, in which meals are served for the children. Those who can, pay the small fee asked: those too poor, are given, in a wav that the recipients need not be known, the ticket that per¬ mits them to obtain the meal. If the parent is too poor to properly clothe the child, the director gives the child an order on the clothing contractor. “It is interesting to see at what little expense this advantageous institution can be introduced into a school, and I” (we are quoting from Consul Schoenhof's report on industrial education in France) “give here in illustration the account of one of the schools. This school has about 500 pupils. From October 1 to December 1 they distributed 5,260 portions, of which 4,116 were sold. The whole cost to the school was 367 francs 85 centimes [about $74] ; the receipts were 205 francs 80 centimes, leaving a deficit of 162 francs 5 centimes [about $32].” Commenting on these facts, a writer in a religious journal of the highest literary. char¬ acter use3 the following language, republished by the great Industrial Association of New York : ‘ 4 While the world has had its attention wholly occupied with military preparations and intestine dissensions on the part of France, that country, especially the Socialistic government of its capital, has been silently elaborating an experiment in education that now ought to challenge the attention of every thoughtful mind. “For this experiment should be credited to Socialism in its noblest aspect. Paris is at present Socialistic — that is to say, inclined to Socialism, thougfr*not yet Socialist; and so is its present municipal council. At a recent election that capital gave to the Social¬ ist candidate for a vacant seat in the lower legislative chamber over 100,000 votes, while the united opposition could muster but 135,000 votes, and even the candidate who united these votes upon himself had to style himself a “Socialistic-Radical.’'' The mu¬ nicipal council, though not having more than a dozen thorough, self-conscious Socialists, is yet in its ruling majority governed by Socialistic instincts. In no way is that better shown than by the thoroughness with which they have carried out two educational acts passed by the French legislature in 1880 and 1881. 912 EDUCATION REPORT, 1887-88. “These acts provided for perfectly gratuitous, compulsory education of all French chil¬ dren, and — what is the significant feature — manual training in the public schools. This, it must be understood, is a very -different thing from the technical institutions that already existed in France, as well as other countries, even in Russia, for the special training of the few for becoming skilled managers, foremen, or artisans. The recent French legislation proposed to make industrial and art education an organic, an inte¬ gral, part of the whole system of public instruction, and to have manual training begin at the very bottom of the school system ; to have it run from the ‘ ‘ kindergartens ’ ’ through the primary, grammar, and high school grades, so that every child, whether destined to be a mechanic or not, should have its hands and mind trained in industrial operations.5 ’ Thus it is apparent there is a party of those who urge industrial education which they call manual training on socialistic grounds. Whether these warm-hearted and devoutly religious individuals are they whom Browning, in his History of Educational Theories, describes as ‘ ‘ those who have wished to reform or to reorganize the world, meeting with many difficulties in dealing with the mass of grown-up people, have turned their eyes to the more hopeful body of ingenuous youth, whose minds are like white paper or pliant wax,” and who, as he says, should have been taught better by ex¬ perience than to indulge in such hopes, or whether they are perfectly justified in enter¬ taining such hopes on the elder Humboldt’s aphorism which we have quoted above, must be left to the statesman, and to the reader to decide for themselves. THE PEACTICAL PAETY’S VIEW. But by far the larger party is that which sees not the regeneration of the world, not the philanthropy of the thing, but its practicableness, its directness in going into business at the earliest possible moment. It recognizes with the poet that ‘ ‘ art is long and time is fleeting,” and with Lord Salisbury that the first necessity of man is to live, and his first duty to work. As to culture it would say with Mr. Frederic Harrison, “perhaps the very silliest cant of the day is the cant about culture. 5 ’ The apprenticeship sys¬ tem, says this party, is a thing of the past, and its downfall is one of the most porten- tious signs of the times. In looking around to find a substitute it sees in the public schools an organization durable and respectable, upon which trade instruction can be grafted. These schools teach too much theory, says this party, and by curtailing such instruction, ample time may be obtained for industrial teaching. The president of Harvard also thinks that the public school course could be advantageously shortened, but he would have this done that the pupil may be enfranchised the sooner, and thus enabled to begin other work.1 The “conflict between labor and capital” is also a great element in this party’s argument, but as this is to be remedied by a substitute appren¬ ticeship system, it resolves itself into that question. Manual Labor as Manual Training and as Industeial Training. The superintendent of an institution for educating one of the “special classes ” may think that the mere fact of calling tool- work in a public school manual training and tool- work in his school industrial training, does not make a real distinction. He may think that the work of his school loses none of its value as a form of education because It is used in learning a specific branch of industry. But it is to be observed that, in the first place, the work of one of these institutions is made for sale, making it more of a factory than a school; in the second, specific trades are taught which the advocates of real manual training are almost tired of telling the public they do not teach; and in the third place the paternal feature is present, the care for the pupil’s future business life, that characterizes benevolent foundations. Should it still be objected that these are differences of a material nature and have no bearing on the effect produced by the work, the Office will, in order to avoid the psycho¬ logical as it has the social discussion of this question, defend its classification on the perfectly obvious grounds of difference of aim. Technological schools, are treated else¬ where. I.— INDUSTRIAL DEPARTMENTS OF SCHOOLS FOR THE SPECIAL CLASSES. » Not long after Hafiy conceived the idea that since a blind man can readily distinguish two pieces of money he could also distinguish an “ a ” from an “ f ” if he could feel them, the first school for the blind was established in Paris, about 1784. Music from the first was a prominent feature of its instruction. The French Revolution having scattered the Society Philanthropique, by which the tuition of the blind pupils was paid, the state adopted the school. By the great reorganizers of those tumultuous times the school was at first united with that for the deaf, the first instance of this undesirable com¬ bination; then given the character of a workshop and its scholars called ‘ 1 young workers, ’ ’ 1 Can School Programmes be Shortened and Enriched, p. 1005 LT. S. Education Report 1SS6-87. INDUSTRIAL TRAINING. 913 in conformity with the practical spirit of the day; then attached to an asylum; and finally, under the restored Bourbons, reorganized as a separate institution. The new regula¬ tion, issued in 1815, says that the aim of the school shall be “to instruct blind children and to give them a useful trade.” It may be safely assumed that the many schools established in Europe on this type during the first ten years of the century were also dual in purpose, aiming to impart knowledge and a trade. “ The blind in the United States are socially far above those of any other country,” says F. J. Campbell, the president of the Royal Normal College for the Blind, of England, and as even now in America it is thought advisable by some to impart the rudiments of a trade in view of the great majority who follow the humbler callings of business life after leaving the school, so, in all probability, was it deemed ad¬ visable in Europe in the early decades of the century. The blind child, having lost the most important of the senses that connect the human being with the outer world, is compelled to rely upon a more than ordinarily heightened condition of the others — Dr. Armitage1 would say upon a superiority ‘ ‘ in intelligence ” — in the conduct of life, and his profession should be adapted to his physical condition. Such a profession is music. This subject in its branch of tuning was first introduced into the Paris school by the persistency of a pupil, whose success soon put this instruction on the highest plane of proficiency, and it has become one of the most important objects of the school, though instrumental music as such is most thoroughly taught. About 1859 systematic musical instruction was introduced into the Perkins Institu¬ tion at Boston, and, under the immediate superintendency of F. J. Campbell, carried to a high degree of proficiency. In England it was not until 1872 that the Royal Normal College and Academy of Music for the Blind was established. But while music is eminently adapted as a profession for the blind, by its side in our institutions is the workshop for making brooms, brushes, mattresses, and caning chairs, not introduced, it is believed, on Froebelian principles. “When the three schools of New York, Boston, and Philadelphia were established,” says Superintendent Wait, of the New York Institution,2 “ undoubtedly the views held in Europe, concerning both young and old, made a great impression upon those who established them. The Euro¬ pean view was that blind people are, in some way or other, destined to work with their hands.” Turning now to the schools for the deaf the double technical feature is not present, only the workshop remains. Superintendent Clarke, of the Arkansas Institution for the Deaf,3 put the case of industrial education in these institutions thus: “The high honor of establishing the first schools in this country where any persistent attempt was made to teach trades belongs to the institutions for the deaf, ’ ’ and he rather regretfully adds, ‘ ‘ But though we began first I hardly think we are keeping abreast of those who started later in the race. ’ ’ In the schools for the feeble-minded but little, even a little in this case is extraordi¬ nary, can be expected; from the reform schools much more than has yet been attempted. In the latter case, however, a reaction has set in against “the self-supporting” theory, as shown in the last report of this Office. The tables which follow are the first of their kind. They show the statistics of the in¬ dustrial and, in the case of the schools for the blind, the musical departments of the sev¬ eral classes. rs- SCHOOLS FOE THE DEAF. “ Suppose we simply told a pupil in school to add, ” says Superintendent Clarke in the address above quoted from, “and never taught him to carry. He might, after a long effort, find it out for himself, but his progress in arithmetic would probably be very slow” yet that is the way trades are taught [in a work-shop of an institution for the deaf taken in an abstract way] . The help the master gives is often worse than none. He : lays off’ the work and leaves the pupil to do it. Better let the pupil ‘lav off’ and teach him how to work. * * * H he makes mistakes they may be pointed' out, but the reason why he made them is very seldom explained to him. * * * If there is any possibility of a boy picking up the knowledge necessary to use it on the job in hand he is left to do so; ^ ^°tj so much of its use as there is present pressing need for is explained, and no more,! ' !.Are tbe masters of the shops responsible for this state of things ? I don’t think so! * * Their efficiency is judged, not by the shortness of the time in which they can teach a boy their trade, or the number they teach, but by the amount of finished work they turn out — by the dollars and cents the shops make or save. “This is the fundamental error that lies at the root of all our mechanical teaching and causes much of our trouble. We expect profitable work from learners. ’ ’ | The Education and Employment of the Blind, p. 62. Proceedings ninth Biennial Meeting Instructors of the Blind, 3886, p. 36. Proceedings Eleventh Convention of the Instructors of the Deaf, 1886, p 213. 58 ED 914 EDUCATION REPORT, 1887-88. As Superintendent Clarke, in order to bring out the lights of the “ Russian system,” may unintentionally have painted the insufficiency of the present industrial instruction in colors too sombre, we will quote from the remarks of Principal Williams, of the American Asylum for the Deaf, in his report for 1885-86: “Almost from the founda¬ tion of this school [the first for the deaf in America] industrial training has formed an important part of the education of every able-bodied pupil. So long ago as 1824, two shops had been built for the use of our pupils. If I am not mistaken this school was the pioneer in this country of conjoint industrial and literary education, and most of the schools for the deaf in the United States have followed its example. “The success of the experiment undertaken by the managers of the school, with many misgivings at first, very soon demonstrated its wisdom. The habits of industry here acquired clung to the pupils as they went forth to the duties of life, and with rare exceptions they have been industrious, self-supporting, law-abiding citizens, not ashamed of work, and having the knowledge and skill to do their work well. “This double education is insisted upon in the case of every pupil. Sometimes, in mistaken kindness, parents plead to have their children excused from the industrial training, as they will not need to work for a living, or, at least, will not pursue the trades taught here. We can make no exceptions on such grounds. Habits of industry are invaluable, and they should be acquired at the formative period of life. It is cf much less importance what one learns to do, than that one should learn to do promptly and well whatever one undertakes. With industrious habits, a trained eye, a skilled hand, and a cultivated judgment, one may acquire a new trade with comparative ease, but where all these are wanting, to start on any new line of work is a difficult task. ’ ’ The principal then describes the manner in which the two principal trades — cabinet and shoe making — are taught, quotes from a recent address on manual training by the Hon. R. B. Hayes, and remarks on the occupations followed by the male graduates thus: “It will be seen at a glance at the list given above that there is great variety in the occupations of our former pupils. Comparatively few of them have followed the trades learned here, but all have carried with them the trained hand and eye, the cultivated judgment, and industrious habits here acquired.” At the Pennsylvania school, the third to be established, of 119 pupils taught shoe¬ making or tailoring (the trades principally taught), 34.5 per cent, followed that taught them at the institutions, and supported themselves thereby. Shoemaking is a very popular trade. INDUSTRIAL TRAINING. 915 TABLE 80.— Statistics of the Industrial Departments of Schools for the Deaf. School (for full title and the location see Table 90.) Industrial In¬ structors. Pupils in— 1 Duration of Work in Hours. Male. Female. Carpentry and Joinery. c 3 ej c s if £ Farm or Gar¬ den Work. Other Occupa¬ tions. School. r. JJ ■Z. 1 2 3 | 4 5 ! G 7 S 9 10 1 Alabama Institution . 1 0 o ! oi 0 40 0 6 4 o 1 0 26 1 14 0 32 3 California Institution . 2 0 12 0 10 1 0 0 5 1 2 4 Colorado Institution . i 1 10 9 6 I 0 0 i 5 5 American Asylum . 1 28 22 0 1 0 13 5 3 6 Whipples Home School . i 1 0 "5 1 o ! 13 12 5 4 Columbia Institution . — i 0 8 o i 0 0 0 5 2 8 Florida Institute . i 1 0 0 o 1 6 0 4 2* 9 Georgia Institution . i 1 0 50 o 1 0 0 6 2I 10 Chicago Day School . . . . . 0 0 (a) 0 0 0 0 4 0 11 Ephpheta School . 1 2 0 0 0 0 0 5 1 12 (6) 6 0 13 Illinois Institution . 4 2 20 40 23 50 24 4 3 14 Evansville Day School . 0 0 0 0 0 0 0 51 0 15 Indiana Institution - . 5 1 42 15 20 0 73 5 3 16 Kansas Institution . 4 1 23 20 17 0 3 5 6 17 Kentucky Institution . 3 1 12 12 13 10 0 5 3 18 New Orleans Day School . 0 0 0 0 o 0 0 5 0 19 Portland, Me., Day School . 0 0 0 0 0 0 0 5 0 20 Maryland School for Colored . 1 1 0 i 6 0 0 7 6 3 21 Maryland School . . . 3 1 4 14 9 0 0 5 Ol oo 1 New England Industrial School . 5 4 23 Horace Mann School . 0 ! i i 5 7 10 0 0 5 1 24 Clarke Institution . . . l i 21 0 0 0 0 5 3* 25 Michigan School . 3 l 30 30 24 0 80 3 31-4 26 j Evangelical Lutheran Institution . 0 0 0 0 0 37 0 51 0 27 Minnesota School . . . 4 1 0 22 12 0 50 3 91 2S Mississippi Institution . O 1 0 0 7 0 0 5 29 Missouri Institution . 3 2 23 25 I 15 0 12 5 30 Maria Consilia School . 0 1 0 0 0 0 4 i 5 2 31 ; st Louis Dav School . . 0 o 0 o o 0 o ! 0 32 Nebraska Institute . 2 1 16 0 19 0 6 5 1 33 ! New Jersey School . 3 1 8 1 I 9 8 0 i I 38 5 1 2 34 ! New Mexico School . 0 0 0 i 0 0 0 0 5 0 35 : Le CouteulxSt. Mary’s Institution.,.. „... 3 4 0 i 9 23 0 | 56 4 31 36 St. Joseph's Institute . 4 5 3 13 0 o ! H2 | 4 2-4 37 Northern New York Institution . 0 0 0 0 0 0 ! 0 5 0 38 ! Institution for Improved Instruction. ... 4 4 44 0 0 0 44 1 5 2 39 1 New York Institution . 8 4 54 36 28 0 133 1 4 3 40 i Western New York Institution . 4 2 15 0 13 0 0 1 1 4 2 41 Central New York Institution . 2 2 9 24 20 0 50 1 ! 5 2 42 North Carolina Institution . ! 1 6 2 43 Cathedral School . 0 0 0 1 0 ! 0 0 0 51 0 44 Oral School, Cincinnati . . . 0 0 0 0 0 0 0 5£ 0 45 Public School, Cincinnati . 0 0 0 0 0 0 0 5 0 46 Ohio Institution . 4 0 30 i 40 41 o ! ! 24 5* 2 47 Oregon School . 1 *> 2 l ! 3 0 I 3 5 43 Pennsylvania Institution . 4 6 12 ! 50 25 0 | 200 5 -s 49 i Private School, Philadelphia . 0 o cl3 0 1 0 o o 41 21 50 Pennsvl vania Oral School . 0 0 0 0 0 0 0 5 0 51 1 Western Pennsylvania Institution . 2 1 27 1 23 0 o ! 0 5 3 52 Khode Island School . 0 0 0 0 0 o 0 4 0 53 South Carolina Institution . . . 3 1 o 6 o ! 21 6 £ 54 j Tennessee School . .. . 3 2 0 20 18 0 0 5 21-3 55 1 Texas As vium . . . 1 2 s 12 0 12 6 1 4 56 Department TTniversitv Deseret . 0 l 0 0 0 0 0 5 0 57 Virginia Institution . 4 J XI 6 s o 30 g 3 53 Washington School . 1 0 o o o o o 5 1 9 59 West Vireinia SchooL. . i 4 o 1 s 9 0 16 41 60 Wisconsin School . . . . 4- 23 21 0 4 24 61 "Public School, La Crosse . . . 0 o o 1 o o 0 o 5? 0 62 Milwaukee Dav School . o o o o 0 o o 5 0 63 | St. John’s Catholic Institute . 1 1 0 1 4 0 0 | 0 8 1 3 Total . 111 64 508 6C0 435 156 jl,044 a Six pupils attend the manual training department of the Chicago High School. 6 Wood-carving, designing, and clay modelling, c Pupils are taught the use of wood and metal working tools. 916 EDUCATION REPORT, 1887-88. Of the 41 institutions giving industrial instruction three confine their endeavors to agricultural occupations. Of the other 38, 29 teach carpentry and joinery, or both, 29 shoemaking, and 28 printing. These trades are not special to any particular institu¬ tion, but are all, or two of them at least, present in the great majority of instances. Of the trades whose following is given in Column 8, tailoring, sewing and dressmaking have the most prominence by reason of the number pursuing them. The number represented in the table as being taught an industry is 2,743. Of these 16 per cent, were receiving instruction in printing, 19 per cent, in carpentry or joinery, and 22 per cent, in shoemaking. The Office can now state, what it found itself unable to give in the last report, that shoemaking is the most largely followed of the several trades for the deaf, that it is closely followed by the trades of carpentry and joinery considered as one, and this, with an equally small interval, by printing; the three trades, calling carpentry and joinery one, having 57 pey cent, of the whole number receiving industrial instruction. These 2,743 pupils are taught by 175 teachers, of whom 37 per cent, are females. This would make 15.5 pupils to a teacher, but an inspection of the table will show that this can not be taken as a “ typical ’ ’ number, that is, it is nothing more than an average. Five hours is the time devoted to school work; this is quite plainly shown, but the average time devoted to industries is not so apparent. The full employment of shop foremen, and it is very desirable that he should be wholly employed by the institution, has tended not a little, according to Dr. Fay, to an undue extension of the daily time of the pupil. The question on our blank form, the answers to which are tabulated in Columns 9 and 10, reads as follows: Number of hours devoted to school, — — ; to in¬ dustries, - . Perhaps the question was not adapted to the purpose intended ; that is, to bring out how many hours daily the pupil spent in school and how many in the workshop. From two to three hours, in about 80 per cent, of the institutions reporting industries, is the time devoted to such work. In several instances it is four or over. Whether this is to be explained on the ground given by Dr. Fay, or has arisen from a misunderstand¬ ing of the inquiry, or from the peculiar manner of dividing the pupils’ time, or whether it needs no explanation, we cannot say. It is to be noted that several of the pupils of the Chicago day schools and of those of the Horace Mann School, Boston, receive instruction at the manual training school of those cities respectively, and that the pupils of the Chicago Voice and Hearing School are taught wood carving, designing, and modelling, etc., and those of the Private School of Philadelphia the use of wood and metal working tools. The day schools with these exceptions make no return of industrial work, or, perhaps it should be called, in the cases reporting, manual training. IN SCHOOLS FOE THE BLIND. Music being taught primarily as a means of livelihood in after life, the blind school has two species of technical training running concurrently with the school department. The piano and the organ are the instruments most used, and as both are costly the thorough equipment of a school with these means of instruction is very great, to say noth¬ ing of the repairing and replacing of them when old. The noise of the constant prac¬ tice is also an unpleasant feature, and extraordinary methods of construction, likewise expensive, are necessary to obviate this.1 For the study of musical acoustics the piano- tuner must have an expensive apparatus at his command, and to become an artist he must, if not a genius, have an artist as an instructor, the most costly feature of all. It will be at once apparent that the establishment and maintenance of a first-class school for the musical instruction of the blind is a very costly undertaking. But the cost of establishment and maintenance is dwarfed by the amount of patience and labor required from the pupil to master his profession. We translate from Monsieur Guadet’s3 article on the blind in the Dictionnaire de Pedagogie: “The scale is not for the blind what it is for the seeing. There is more head-work and less ‘ practice, ’ but the exercises are more analyzed, the composition and dismemberment of phrases more thorough. The professor executes on his instrument the most complicated phrases, and the pupils must tell all the details. This is called phrasing. In these same classes the students are exercised each day in chorus singing. As instrumental music the pupil studies on the piano by means of music written in the Braille system. He reads with the left hand for a phrase the part that the right hand performs, then he reads with the right hand the part that the left performs; then the two parts, retained by the memory, are performed in concert.” ‘ ‘ The orchestra of the Paris institution produces with the same number a better effect than an orchestra of seeing performers, and this is the reason: The blind, in addition to the innate predisposition to music existing in many, having no occasion to turn pages, but playing from memory, can give their attention to execution. After each part has 1 See Commissioners’ Eeport, 18S6-S7, p. S39. 8 Long the principal of the Paris school. INDUSTRIAL TRAINING. 917 been learned in private it lias been connected with the parts of the other performers so inseparably that it is only this connection that remains in the performer’s head and ho executes it with feeling and with his whole soul.,!? As to the methods of the industrial department there seems to bo no objection raised against them, the whole attention of the friends of the blind being given to solving the problem of providing workshops for the.adult blind. As this was noticed at some length in the report preceding this,1 the reader is referred to it. Table 81. — Statistics of the Music and Industrial Departments of Schools for the Blind. Name of School (full name and the location given in Table 92). Music Department. Industrial Depart¬ ment. Duration of Occupa¬ tion in Hours. Instruc¬ tors. Pupils in- Instruc¬ tors. Pupils in— Male. Female. Vocal Culture. Instrumental Music. | Tuning. © © 7s g © Broom-making. Chair Caning. , | Other Trades. , Musio. Industries. 1 2 3 4 5 6 7 8 9 10 11 12 13 1 Alflhd.ma Aondftiny . 1 0 25 20 0 0 0 0 15 6 2 Arkansas School . 1 1 60 30 12 1 1 8 4 6 8 8 3 California Institution . 1 0 20 20 0 0 0 0 0 0 3 0 4 Colorado Institution . 0 1 24 18 0 1 1 0 7 8 9 3 5 Florida Institute . 0 0 0 0 0 0 0 0 0 2? 6 Illinois Institution . 2 2 40 100 8 1 2 20 10 0 6 8 7 College for the Blind . 2 1 100 125 8 1. 2 12 0 90 5 8 Kansas Institution . . . 0 2 54 54 3 1 0 20 10 5 12 4 9 Kentucky Institution . 1 1 80 48 0 1 1 22 28 12 3 12 10 Maryland School . 2 1 39 40 8 3 1 11 13 6 5 3-5 11 Maryland School for Colored . 1 0 15 10 0 1 1 4 9 3 3 4 12 Perkins Institution . 8 4 109 113 15 3 2 8 49 70 13 School for Blind, Lansing . 1 2 8 43 10 1 1 30 0 0 li 1-2 14 Minnesota School . 1 2 46 48 1 1 1 22 0 0 15 Mississippi Institution . 0 1 23 19 0 1 1 10 12 0 8 3 10 Missouri School . 2 1 13 62 9 1 1 24 11 17 8 3 17 Nebraska Institution . 0 2 6 31 0 0 1 0 0 0 8 2 18 New York State Institution . 2 4 40 90 11 3 1 10 17 0 5 5 19 New York Institution . . . 1 6 157 122 54 2 5 0 50 6 3-8 3-7 20 North Carolina Institution . 1 3 6 30 5 1 1 12 12 0 6 2 21 Ohio Institution . 4 5 40 153 23 2 3 42 29 0 9 9 22 Oregon Institute . 0 1 1 9 0 I 0 0 5 0 0 6 4 23 Pennsylvania Institution . 7 3 al08 92 25 4 4 29 36 9 24 South Carolina Institution . 1 0 15 16 6 1 1 9 9 8 3 2 25 Tennessee School . . . 1 0 60 50 6 1 2 10 6 5 1-2 3 26 Texas Institution . . 2 2 10 53 8 1 0 19 29 6 6 6 27 Virginia Institution . 2 1 36 45 4 2 1 10 12 20 7 3 28 West Virginia School . 1 1 15 25 o 1 1 7 3 16 5 1 o 29 ■ Wisconsin School . | 0 2 54 65 1 1 2 8 25 35 8 1 8 Total . 45 49 1,204 1,531 217 37 1352 SQfi 1 XHt j 36 I a “Number taught as such.” With the exception of the Florida institution, instruction in music is given by all the institutions in the table, and with the exception of the Florida, California, and the Ne¬ braska institutions, all have industrial instruction. In the music department there are 94 teachers, in the industrial 73; in both females are slightly in excess. The statistics contained in Columns 4, 5, and 6 are not, it is thought, mutually ex¬ clusive; there is nothing in the study of vocal music that excludes the study of an instru¬ ment or in either that excludes the study of piano tuning. In the case of Columns 9, 10, and 11, however, it is believed that those engaged at broom-making are not included m the number given as engaged in seating chairs, etc. The question, however, arises how many of those studying instrumental music are included in the number of those following trades. Taking the total number studying instrumental music as represent- 1 Page 838, under Workshops for Blind, and page 839, under Conventions. 918 EDUCATION REPORT, 1887-88. ing the maximum attendance in the department of music and adding to this the num¬ ber pursuing trades, the result rises several hundred above the total attendance of the institutions represented. The question is still further complicated by those too your>- to work being included in the attendance, and by the presence of female pupils. Under these circumstances it is of very little use to make comparisons between the two departments of work; and as it is perfectly conceivable for the same pupil to sing, play, and tune, it would also be unprofitable to examine into the relations of the sta¬ tistics of Columns 4, 5, and 6. To obtain unimpeachable data for such an undertaking would require more minute ihquiry and, therefore, more trouble to the superintendents than the results would warrant. But it is perfectly proper to compare the statistics of the tuning branch of the musical department with the statistics of the other trades taught. The total of the four columns involved is 1,287; of these 30 per cent, are at cane seating; 27 per cent, at broom-making; 17 per cent, at tuning, and 25 per cent, at other trades. If it be assumed that the number playing instruments is approximately the number in the music department, there would be indicated 16 pupils to every teacher. In the industrial department the total number of students, if divided by the number of teachers, gives 14+. In considering the columns giving the time devoted to the two departments it is neces¬ sary to read the numbers in the columns as though they answered the question, How many hours does the music pupil devote to music; how many does the industrial pupil give to industries ? When the figures are large it is assumed that practice time is in¬ cluded. Three or four hours seems to be the time generally devoted to industries, and six to eight in music, but it was impossible for the superintendents to give the many and varying periods of time allotted to each of three departments, especially when instruc¬ tion in one of them is so individual as is the teaching of instrumental music. IN SCHOOLS FOE THE FEEBLE-MINDED. Most public schools of this kind have two departments — school and asylum. It has been found profitable to add to the usual school work some form of manual labor, and this has resulted, at the Kentucky institution at least, in the pupils acquiring consider¬ able proficiency.1 Farming is the occupation most adapted to the feeble-minded, but carpentry, broom, mattress, and shoe making, and for the girls, sewing, are very gener¬ ally introduced. As in the case of the blind, though for an obviously different reason, the attention of those having the care and, as far as possible, the education of the feeble¬ minded is directed towards providing homes for them, in which they are to work and make themselves as useful as possible. The loss of sight makes the blind man a poor business man, while the weak intelligence of feeble-minded persons causes them to be¬ come the victims of the unscrupulous or of their own passions. 1 The experiment at the Kentucky institution is given in the report preceding, p. 789, INDUSTRIAL TRAINING. 019 Table 82. — Statistics of Schools for the Feeble-Minded. Nnmo of Scliodl (full name and location given m Table 94). Industrial Instructors. Pupils. Duration of Work in Hours. Occupations. Male. Female. School. | Industries. 1 • 3 4 5 « 7 1 California Home . 5 6 15 6 6 Carpentry, wood-carving, and farming. 0 0 0 4y ' 0 3 Illinois Asylum . . . 3 2 104 54 6 Shoe making, farming, dress¬ making. 4 Indiana School . . . 2 2 15 6 8 Shoe making, dressmaking. 5 Iowa Institution . . 1 0 40 6 3 Broom and shoe making, car¬ pentry. 6 Kansas Asylum . 1 0 30 5 5 Farm and house work. Kentucky Institution..... . 3 1 85 4 4 Shoe and broom making, car¬ pentry. 8 Font Hill Institution . . . 1 3 6 6 4 Carpentry, farm and house work. 9 Home School . . io Institution at Barre, Mass . 4 3 29 5i 2 Garden and house work. ii ‘HUl.ddfi School . . . 4 4 4 Agriculture. 12 Massachusetts School . . . 2 2 74 6 6* Broom and mat making, farm- 13 Wilbur School . . . 2 3 39 5 2 Farming and sewing. 14 Minnesota School . 2 1 0 6 3 Farming, brush-making, etc. 15 Nebraska Institution . 0 0 0 G 0 111 New Jersey Home . 1 0 8 5 3 Farming and housework. 17 New York Custodial Asylum... 0 1 80 2 4-5 Housework and sewing, 18 New York Asylum . . 3 5 60 5 5 Brush and shoe making, carp en¬ try, etc. 19 Sequin ^Physiologic&l School ... Fancy work for girls. Tailoring, shoe making, carpen¬ 20 Ohio Institution . 8 5 102 54 8 try, etc. 21 Pennsylvania School . 3 6 322 6 9 Shoe and mattress making, car¬ pentry. Total . . 41 dn lima f The teaching force in the above class of schools is equally divided between the sexes, and gives, if averaged, about 13 pupils toateacher, the numberof pupils being 1,013. As the pupils are graded by intelligence so is the work distributed; the more intelligent doing carpentry, the next lower shoemaking, and the third class broom and mattress making. The whole number reported as in these institutions is 4,321, of whom about 25 per cent, are receiving some kind of industrial training. Five or six hours of the day are given to school work and 4 to 6 to work. IN EEFOEM SCHOOLS. As the State in exerting its unquestioned right to seize and hold the juvenile offender or vagabond intends to return him to society, what excuse, especially in the latter case, can be offered for compelling him to live with criminals and for returning him finally able to read and write perhaps, but without an occupation ? The great cry for manual training, by a great many understood in the sense conveyed by “industrial training, 5 ’ is everywhere heard to prevent boys being sent forth into the world with the elements of learning, but without the elements of a handicraft. The aid of the state is invoked to furnish the means of giving industrial training to those who have parents and friends, but here, where paternal authority has been legitimately assumed to the extent of de¬ priving the petty juvenile thief or, as in most cases, the vagabond of his liberty, very little industrial training obtains. Not that work has not been furnished; the contract system has provided for that. The distinguishing characteristic of the contract system is the amount the State can get from the contractor and the contractor out of the boys. ‘ ‘ The interest of the con¬ tractor,” says a committee in New York appointed to investigate this method several years ago, ‘ ‘ and the terms of his contract may require that certain prisoners shall be em¬ ployed at a particular kind of work as long as practical, while the interest of the pris- 920 EDUCATION REPOET, 1887-88. oner and the proper conditions of his reformation and transformation into an industrious and worthy citizen may require that he should he put at a different kind of labor. ’ ’ It is true that contract labor is rapidly becoming a thing of yesterday, but now as it passes out of existence, in each particular instance, the superintendents are compelled to see even this wretched substitute for industrial training taken from their school without means to provide the proper kind, and are inclined to think, with the superintendent of the Illinois school, 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 tech¬ nological labor in a reform school.” Table 83. — Statistics of Reform Schools for 1887-88. Name of School (full name and the loca¬ tion given in Table 96). Instruct¬ ors. Pupils Employed in — Duration of Work in Hours. ,2 § Female. Agriculture. Carpentry and Joinery. Shoemaking. Other Occu¬ pations. School. Industries. 1 2 3 4 5 6 7 8 9 1 Colorado Industrial School . 9 5 125 10 15 30 4 54 2 Connecticut Reform School . 10 0 40 0 10 377 3 5 3 District of Columbia Reform School . 7 0 50 0 4 15 3j 3} 4 0 9 0 0 0 6 6 5 Indiana Reform School . 7 5 0 (642) 4 4 6 Kansas Reform School . 6 3 140 0 0 51 44 44 7 House of Good Shepherd (for females) . 0 16 0 0 0 0 4 10 8 New Orleans House of Refuge . . . 6 0 0 0 90 0 4 6 9 Maine Reform School . 6 3 40 36 0 138 4 6 10 Maryland Reform School for Colored . 7 2 45 2 14 0 44 44 11 St. Mary’s Industrial School . 3 0 10 6 37 257 34 6 12 Marcella Street Home . 0 2 0 0 0 0 4 13 Deer Island Reform School . 5 i 0 0 0 12 5 12 14 Truant School . 0 0 0 0 0 0 5 0 15 Massachusetts Industrial School for Girls . 2 4 145 0 0 0 4 7 36 Lawrence Industrial School . 2~ 0 33 0 0 0 34 44 17 Lowell Reform School . 2 0 3S 0 0 0 5 2 38 New Bedford Truant School . 0 0 0 0 0 0 5 0 19 Cambridge Truant School . 1 0 28 0 0 0 4 4 20 Massachusetts “ Primary School ” . 5 10 50 0 4 1 5 34 21 Plummer Farm School..., . 2 2 42 8 0 0 4 6 22 Lyman School . 2 0 229 8 4 8 4 6 23 Worcester Truant School . 0 0 0 0 0 0 5 0 24 Michigan Industrial School for Girls . 0 8 0 0 0 0 34 5 25 Michigan Reform School . 19 9 100 0 10 200 44 44 26 Minnesota Reform School . . . 5 4 125 75 8 45 44 4 27 St. Louis House of Refuge . 14 7 5 0 75 30 4 7 28 Nebraska Industrial School . 5 8 161 16 21 15 4 4 29 New Hampshire Industrial School . 4 4 15 9 2 0 4 5 30 New Jersev Reform School . 15 2 4 34 6 31 New .Tersev Industrial School for Girls . 0 4 0 o 0 40 6 32 Newark City Home . 3 1 15 0 0 238 3-4 33 Juvenile House of Industry . 0 0 0 0 0 0 5 0 34 Burnham Industrial Farm . 3 2 7 3 0 3 54 4 35 New York Reformatory (for Men) . 10 0 50 25 12 175 14 14 36 New York Juvenile Asylum . 14 18 25 4 20 153 5 3 37 New York House Refuge . 22 8 18 40 0 5S9 4 6 38 New York Catholic Protectory . 31 19 16 0 274 985 5 4 4-5 39 Cincinnati House Refuge . 4 2 0 0 0 0 3 6 40 Ohio Industrial School . 14 5 100 0 16 300 5 5 41 Pennsylvania Reform School . 3 i 288 5 15 390 5 5 42 Philadelphia House of Refuge . 15 H 0 4 113 3 64 43 Sockanosset School . 2 0 10 0 0 140 3 6.4 44 Vermont Reform School . 0 0 121 5 5 45 Wisconsin Industrial School for Girls . 0 8 54 6 46 Wisconsin Industrial School . 28 14 40 8 110 0 5 Total . 293 197 1,990 252 854 4,317 As a trade, properly so-called, for boys detained in a reform school, shoemaking is the most extensively followed, carpentry coming far behind in point of numbers, the per¬ centages being 12 and 3 respectively of the total number reported. If the decided mani¬ festations of a desire to introduce manual training into these schools, for industrial pur- INDUSTRIAL TRAINING. 921 poses, continues this great disparity will soon disappear. There is this, however, to be said in favor of shoemaking as opposed to manual training, it is a trade. When the stu¬ dent is dismissed he has learned, his term of confinement and the character of the in¬ struction permitting, to do one thing and not the underlying principles of all mechanical things. In a word, he has a means of livelihood. Iu°the column headed “agriculture” we find about 2,000 pupils, 27 per cent, of the whole number. Whether these boys can be said to be learning a trade, i. e. , making them¬ selves proficient in a useful occupation, or are merely to be considered as employed about the farm, (these schools have very generally thatfeature to occupy their time) is more than this Office can say. It would seem that the agricultural instruction given is very far from being that which obtains at real agricultural schools. Nearly 59 per cent, of the pupils, boys and girls, are not in the three occupations which the Office, rightly or wrongly, supposed to be the most generally followed when makiDg up its form of inquiry. There are 12 remarkable instances of this divergency, and we proceed to investigate them. In the case of the Connecticut Reform School the great majority of the boys are employed at cane-seating, 225 for the present year, and it seems to be very much the same at the Maine School at Cape Elizabeth. At the St. Mary?s School 144 of the pupils are employed in cigar- making and 104 in tailoring and 14 in the printing office. At the Michigan School printing is taught and the boys are employed in mending the clothes worn by the inmates and in making the repairs incidental to the heating and lighting of the building. At the Newark City Home brush-making is extensively followed. At the New York Juvenile Asylum tailoring is taught; at the New York House of Refuge hosiery and painting, and at the Catholic Protectory tailoring, printing, and cane-seating. At the Ohio Industrial School brush-making, hosiery, printing, and tailoring are taaght. At the Pennsylvania Reform School brush-making is taught to a large number. At the Sockanosset School brush-making, printing, and tailoring axe taught, and at the Ver¬ mont School cane-seating is the only occupation. In the greater number, if not all, of these schools the pupils do the baking, laundry work, etc. ; these, however, can hardly be called trades. W e have hinted above of the encouraging growth of real technological instruction in these schools (polytechnic shops as the Ohio School superintendent calls his) stimu¬ lated by the agitation of the subject of “manual training ” in the community and the abrogation, gradual but sure, of the contract system. We can not discuss thi3 growth here, but will return to the subject in future reports. In considering the columns in which are given the instructors, classified by sex, it ap¬ pears that the female element in many instances is quite prominent in schools for boys only. In our opinion Column 8 is the most important of the table; but as it has been intro¬ duced here merely as a complement to Column 9 we will confine ourselves first to dis¬ cussing the two as one whole and then the latter by itself. About 73 per cent, of the schools reporting devote from eight to ten hours daily to school and to shop or other work. Of these about a third require eight but less than nine hours of mental or manual employment. In a number of cases the time is equally divided: where a disparity occurs most frequently the longer time is in the column show¬ ing the duration of work in industries. We note that at the Burnham Industrial Farm, the establishment of which we had the pleasure of noting in our last report, that five and a half hours are devoted to school and four to industrial work, and at the Massachusetts Primary School the periods for school and shop are respectively five and three and a half. The time given at the several institutions to industrial employments in 78 per cent, of the schools is from four to six hours. Of these the cases in which the time is four but less than five hours are about one-third of the whole number. In the manual train¬ ing school, where half of the day is spent in the shop, the time is about two hours at phys¬ ical labor; in the public schools of lower grade the time is much less. “Ixdusteial Schools.” The somewhat anomalous class of schools contained in the following table are mostly for the poor and friendless. There are many more of them from which statistics have not been received; indeed the list could be swelled indefinitely. The life of these schools is rather ephemeral in many instances, and their character more distinctly indicated by the word ‘ * protective ’ ’ than by 1 ‘ educational ” or “ industrial. ’ ' Owing their founda¬ tion and maintenance to private charity, they differ considerably in methods of manage¬ ment and government. The character of the schools as charitable institutions indicates a strong religious sentiment in the persons by whom they are supported, and it is only natural to suppose that in them the spiritual as well as the intellectual and physical needs of the pupil is cared for. To classify the immense number of schools of this and several similar kinds will be one of the duties of the Office during the ensuing year. Table 84. — Statistics of Industrial Schools: 922 f’A^uqyi ui eacanfOA 125 100 0 0 6 500 500 500 400 424 200 1,599 1,000 3 j il 1 1 II of : : : : 8,695 •o.m;ipnadsa — 1 o --> t-H o s“ oo .^ooh : -tc c~. rH mo o o : r o o lo : hh o is o o Xlft ;M 1ft i-l ■ r-< j o pf | •gjojDn^suj; CMXt-M'cH-JiMOOt-rOM'OCO OOO « M M< i— i rH Orl 1ft 1ft 00 o •aotssitn •PY jo ' «HKl33H»Nn : 1ft CO Ml 1ft USlftO 1ft O 1ft o t>| ; : : ‘^uamqsit -q^;sajo HfCOOdHCMC-HCciOCOMCMC-* LftOO — 1 O Cl CM 1ft JO XO XXMXXl-'lftXXOMClftCOLft CILftX 1ft R 1ft R ~ 1' OX OO CO CC 00 OO X X X X X X CO 00 X CO cc oo ab X XX XX XX ^■3 |'|| m|4 w'%’ a? © 01 S s S fi oi is-asi'B.a^g 5 a « HS OTj’-aJ «* g5ja|^^n. ■"cl g .sa £ d ®P3 S .73 ££. O “4 £> J: m £.« ft g 12.2 to. gar s 0 •£ cN d . ai>-r o^'Ji g-s«^ ' 2 gj S5 S^^'^co 3 O cly^-3 ■2“ ,-, n d S a O’S’s M’S OT-.S’d S o £*t.-. O- C ”r-' S^h s s-s „• d O tofeft ©‘3 •Sy a- C tr< MO y.2 > a S, I Sill 5 1 S|! ggjpl co cc Eh co M gS ©VS iS?lle| 02& ©4hm It-: a & o til 3 H V 7i .d *g * 4 •r w 'g ’S 3 O oi ait a fl s s ri i°r o a 3-« II fell ■as.^-a or‘ cc d > S§[ go O © &D ^22«5* (S S O 3 M' 2 ■‘d'2 p Si O © ■3.2 (OcO . .5a s © r* •- © © y © ^ - - 3r _r _r _r P3 cf 2 £ .2 • ~ g S’rg © £ Pj "Jooogggjgisooo -^-S«i-.OOOrUO«— 'S-fJ-f^ iis^-g-^ »»; o^spa 43 44 43 •* o o o I ^ * 44 «* o ^•3 o o i fcH O rtr fi d CD-; ® d no a i^p? us <:M INM'JIOObdffiOHtUO-f * For the year 188C-87. INDUSTRIAL TRAINING. 923 II.— TRADE SCHOOLS. Three important schools have been established during the year — the Williamson School, to be located either in or near Philadelphia, the Rindge School of Cambridge, Mass. , and the Pratt Institute of Brooklyn. THE WILLIAMSON SCHOOL. The plans and purposes of Mr. G. V. Williamson, who lately announced his purpose to establish and endow a great trade school, are fully set forth in the statement which he has caused to be published in Philadelphia. The Pennsylvania Company for Insurance on Lives and Granting Annuities is made the fiscal trustee to hold the fuud with which the school is endowed. This fund consists of securities amounting, at their par value, to §1,596,000, but of an estimated worth of $2,225,000. This fund, under the deed of trust, is to be appraised and then divided as nearly as may be into two parts. One-fifth is to be composed of securities which are easily and advantageously salable, and will constitute the building fund. The remaining four-fifths will go to the endowment fund. With the consent of the seven trustees the fiscal trustee is empowered to sell any securi¬ ties and reinvest the proceeds as may seem desirable. Provision is made for the merg¬ ing of any funds that may hereafter be devised or given to the school. A body of land not exceeding 300 acres is to be purchased, lying either in Philadelphia or in Bucks, Delaware, or Montgomery Counties, but there is a further provision that not more than $400 per acre shall be paid. After giving directions for the selection of a healthy neighborhood and the erection of fire-proof buildings, the deed says: “I leave to the judgment and discretion of the trustees the character, number, and extent of the said buildings to be erected, but, as the great object to be attained is to board, lodge, clothe, educate, and instruct in mechanical trades those who, when arrived at manhood, will be obliged to labor with their hands for their support, I particularly direct that all palatial structures, expensive materials, and elaborate ornamentation or decoration shall be avoided, so that the scholars may not, by reason of luxurious or ex¬ pensive accommodations and surroundings, acquire tastes or habits which may unfit them for their trades in the sphere of life in which their lots are to be cast. ' ’ After referring to the appointment of teachers, officers, and agents, all of whom are to be selected by the trustees, specifications are given as to the admission requirements. 1 ‘ When the school is prepared to receive scholars, the trustees shall from time to time receive and admit to the school as scholars as many able-bodied and healthy young male persons of good moral character, of such ages between 12 and 18 years, as may from time to time be determined by the trustees, as in the opinion of the trustees the extent, capacity, and income of the school will provide for. Preference shall be given in the admission of scholars: First, to those bom in the city of Philadelphia; second, to those born in the county of Bucks, State of Pennsylvania; third, to those born in Mont¬ gomery or Delaware Counties, Pennsylvania; fourth, to those born elsewhere in Penn¬ sylvania; fifth, to those born in the State of New Jersey; sixth, to those born elsewhere in the United States. And in all cases, other things being equal in the order of prefer¬ ence, the preference shall always be given to the poor. But I especially direct that no scholar who has been properly admitted with reference to the order of preference shall thereafter be displaced to make way for any later or subsequent applicant who may be higher in the order of preference hereinabove directed to be observed. And the decision of the trustees as to the number of scholars to be admitted, and as to the conflicting claims of any or all rival candidates for admission, shall be final and conclusive upon all parties. All scholars admitted to the school shall be bound as indentured apprentices to the trustees, by their parents or guardians or other competent authority, for such re¬ spective periods as the trustees may from time to time determine; provided, that no in¬ denture shall be for less than three years nor extend beyond the minority of the scholar. 1 : Each and every scholar shall be be compelled to learn and be thoroughly instructed in one good mechanical trade, so that when they leave the school on the completion of their indentures they may be able to support themselves by the labor of their own hands. I leave it to the discretion of the trustees the selection of the several kinds of mechanical trades to be taught, and the determination of the particular one that shall be taught to and acquired by each scholar, but I particularly desire that the taste, ca¬ pacity, intelligence, and adaptability of each scholar be ascertained and considered before assigning him to any particular trade. “Among the trades which may be taught are those of a baker, blacksmith, brick¬ layer, butcher, cabinet-maker, car builder, carpenter, carriage-maker, coppersmith, the crafts of constructing, managing, and repairing electrical appliances and apparatus, foundryman, gasfitter, goldbeater, harness-maker, hatter, locksmith, machinist, marble mason, moulder, painter, paper hanger, pattern-maker, plasterer, plumber, printer, sad¬ dler, shoemaker, steam engineer, slater, stone-cutter, stone-mason, tailor, tiller, tin¬ smith, turner, wheelwright, and many others. In mentioning these several trades I 924 EDUCATION REPORT, 1887-88. do not intend to make it obligatory upon the trustees to teach all of them, nor do I in¬ tend to exclude any of those which are not mentioned, and I authorize the trustees, to the extent that the cultivation, care, and adornment of the lands and grounds connected with the school will admit, to instruct such of the scholars as show taste and capacity for the occupation in the art of farming and gardening, or either. “ I desire and direct that the moral and religious training of the scholars shall be properly looked alter and cared for by the trustees, but there shall be no attempt by the trustees at proselytism among the scholars, and no favoritism shown by the trustees to any particular sect or creed. I especially direct that each scholar shall be taught to speak the truth at all times, and I particularly direct and charge as an imperative duty upon the trustees that each and every scholar shall be thoroughly trained to habits of frugality, economy, and industry, as, above all others, the one great lesson which I de¬ sire to have impressed upon every scholar and inmate of the school is that in this coun¬ try every able-bodied, healthy young man who has learned a good mechanical trade, and is truthful, honest, frugal, temperate, and industrious, is certain to succeed in life, and to become a useful and respected member of society.” Provisions are also made for the publication of the trustees’ accounts in the news¬ papers in order that the condition of the institution maybe full known, audit is further provided that a record shall be kept of graduates, showing their occupations and facts bearing on their success in the world for at least ten years. THE RINDGE SCHOOL. The object of the Rindge School, lately presented to the city of Cambridge, Mass., is thus indicated by the donor: “I wish the plain arts of industry to be taught in this school. I wish the school to be especially for boys of average talents, who may in it learn how their arms and hands can earn food, clothing, and shelter for themselves; how, after a while, they can sup¬ port a family and a home; and how the price of these blessings is faithful industry, no bad habits, and wise economy, which price, by the way, is not dear. I wish also that in it they may become accustomed to being under authority, and be now and then in¬ structed in the laws that govern health and nobility of character. I urge that admit¬ tance to said school be given only to strong boys who will grow up to be able working¬ men. Strict obedience to such a rule would tend to make parents careful in the train¬ ing of their young, as they would know that their boys would be deprived of the benefits of said school unless they were able-bodied. I think the industrial school would thus graduate many young men who would prove themselves useful citizens.” MORAL FEATURES OF THESE SCHOOLS. It will be observed that both Mr. Williamson and Mr. Rindge discriminate as to the condition of the boys to be admitted to their respective schools. First, they are to be able-bodied; secondly, in the Williamson School there are to be taught those mechanical trades which will enable “those who, when arrived at manhood, will be obliged to labor with their hands for their support ’ ’ to gain a livelihood, and all tending to unfit them for “their trades in the sphere of life in which their lots are to be cast ” is to be avoided, and in the Rindge School the benefits are ‘ ‘ for boys of average talents who may in it learn how their arms and hands can earn food, clothing, and shelter for themselves.” At the Williamson School “each and every scholar shall be compelled to learn and be thoroughly instructed in one good mechanical trade , ’ ’ not in the underlying principles of all trades. Not only is the trade instruction to be definite, thus securing the graduate imme¬ diate rather than potential ability, but it is especially directed by Mr. Williamson that habits of frugality, economy, and industry be inculcated, as the one great lesson above all others which the founder desires to impress upon those for whom he is providing is “that in this country every able-bodied, healthy young man who has learned a good mechani¬ cal trade, and is truthful , honest , frugal, temperate , and industrious, is certain to succeed in life, and become a useful and respected member of society; ” and Mr. Rindge says the same. It requires something more than a trade to succeed, those gentlemen think. The two practical business men whose schools we have just spoken of emphasize in¬ dustry, frugality, and honesty as the price — which, by the way, is not dear, says Mr. Rindge — of success. A third, also a founder of a recently-established industrial school, equally a public benefactor and a successful man of business — it will be remembered that we are not speaking of academic or peripatetic philosophers or those thinkers who, as Sir George Cornewall Lewis says, write history as though a popular assembly were not to be seen — would emphasize another, if possible, still more important element of success, and that is self-respect. The magnificent creation of Mr. Pratt “offers its advantages to those only who propose to do their own part earnestly and well. Its aim is to aid those who are willing to aid themselves. Its classes, .work-shops, library, reading-room, and museum are for this purpose, and while tuition is required, yet it will be the endeavor to make possible by some means consistent with self -helpfulness and self-respect the admis¬ sion of every worthy applicant,” INDUSTRIAL TRAINING. 925 THE PEATT INSTITUTE. We have already spoken of the manual training department of this school when treat¬ ing of the schools on the Russian system (see page 894). The institute as a whole will now be considered. The institute has been established after many years of study on the part of the founder, Mr. Charles Pratt, of Brooklyn. Its object is to promote manual and industrial educa¬ tion, and to supplement the latter by advanced work in science and art. It has been shown (p. 891) that the founder views manual training as education; and from what follows it will be seen that he favorably regards it as industrial education — the direct fitting of men and women for earning their daily bread ; but it is doubtful if he believes in engrafting industrial education, perhaps even manual training, on the public school system. He says : ‘ ‘ The* question of incorporating manual training into the public sehool system of the country has for years deeply interested educators, but there have been great practical difficulties to overcome in demonstrating the best way of accomplishing the work on a scale commensurate with its importance; ” and then dismissing the subject of manual training immediately turns to the consideration of the industrial education, using this language : ‘ ‘ The need of manual training as a developing power is scarcely less than that of industrial education — such education as shall best enable men and women to earn their own living by applied knowledge and the skilful use of their hands in the vari¬ ous productive industries. Accordingly, the institute seeks to provide facilities by which those wishing to engage in mechanical or artistic pursuits may acquire a thorough theo¬ retic and practical knowledge thereof, or may perfect themselves in that occupation in which they are already engaged.” By the side of the two-story building described on p. 895 as containing the metal and wood working shops, and connected with it, is the building, 103 by 95 feet and about 30 feet high, containing the Department of Building Trades. Work was com¬ menced in February, 18S8, with pupils in bricklaying, stone carving, plumbing, and modelling. In the bricklaying department the pupil is first taught to handle the trowel and spread mortar, and then put upon building walls, advancing to arches, etc. In stone carving the pupil is first employed in working out architectural ornaments, sketching and modelling them first. Fifty-four benches are provided for pupils in plumbing, attention being given to the hygienic features of the trade. Had this volume a chapter devoted to schools of art, in it would properly fall an account of most of the work done in the main building of the Pratt Institute. This building is 100 by 86 feet and six stories high. Its first story is devoted to books and readers, the second to a lecture hall and to a reception and other incidental rooms, the third to art embroidery, dressmaking, and sewing, the fourth to drawing, painting, and model¬ ling, the fifth to a technical museum, and the sixth to cooking and an art hall. The library, at first intended merely for the students, contains 12,000 volumes, which are loaned to persons over 14 who have gone through a form of application easily ac¬ complished, if the applicant be respectable. It was first opened to the public February 1. 1888, during which month 3,708 books were circulated. In April the circulation had grown to 7,408. The sewing class numbered 24 when organized in February. An evening class was organized, and in April one for school children on Saturday. Instruction in all kinds of hand sewing is given. Three classes in millinery and three in dressmaking have been formed, and others in art embroidery contemplated. The rooms of the cooking school are upon the uppermost floor. The three day classes, of 25 each, are open to all; the evening classes are reserved to self-supporting women. There are three courses of 12 lessons each, and when they have been completed it is expected that the pupil will know not only the art but the science of cookery. In front of the cooking rooms is a lunch room where, for a small sum, a -well served meal is furnished for the teachers and students of the institute. Theschool of art and design occupies the entire fourth floor. ‘ ‘ Drawing, ’ 5 says the cata¬ logue, “is fundamental; it is the basis of all the constructive industries, all pictorial art and decorative design. It is the one universal language, and its importance to the de¬ signer and artisan is only comparable with reading and writing. Its applications are various and almost innumerable; but the subject, considered as a whole, may be regarded as embracing three divisions, which include all the constructive, representative, and deco¬ rative arts, namely: Construction, as applied in industrial construction and the making of objects; representation, as applied in representing the appearance of objects and of nature; decoration, as applied in ornamentation. The purpose of this department is to give thorough and systematic training in each of these divisions, which may be specialized under the heads of freehand, mechanical, and architectural drawing, color, clay model¬ ling, design, wood-carving,” etc. The first class of 12 was enrolled in October, 1887, and in January, the electric lighting apparatus being in place, evening classes were en¬ rolled. In March the day classes numbered 133, the evening classes 174. 926 EDUCATION REPORT, 1887-88. During the past year a plumbing class has been carried on of evenings in "Washington, D. C., under the auspices of the Plumbers’ Association, and through the courtesy of Mr. Auchmuty, of New York, we are informed that a trade school similar to his will be opened by the Builders’ Exchange, in Philadelphia, January 2, 1889. THE HEW YORK TRADE SCHOOLS. “The New York trade schools,” says the founder, “were established 7 years ago for the purpose of giving young men instruction in certain trades and to enable young men already in their trades to improve themselves.” “Since the New York trade schools were established a great interest has arisen in in¬ dustrial training. Seven years ago but little had been written on technical education; it has now a literature. “ The master mechanics in various trades have, at their various association meetings during the past few years, advocated the establishment of trade schools as necessary for the proper acquiring of the trades. Since the plumbing class was opened at the New York school, plumbing schools on the same plan have been established by the master plumbers’ associations of Chicago, Montreal, and Philadelphia. At the last convention of the National Association of Master Builders the report of the committee on appren¬ ticeship, recommending that a lad should learn the science and practice of his trade at a trade school before being employed in the workshops, was unanimously adopted. “The trades unions, thus far, have shown no interest in, or have been openly hostile to, technical education for boys or young men. ’ ’ The requirements for admission are simple. The pupil must be between 17 and 21 years of age. During the year 469 pupils attended, distributed thus: Hr i nkl n,y i n g . Pa in ting1 . Tailoring . . . Carpentry . . . "Plasterinf? . Stfmfi-mtt.ing . Blacksmithing. . . Wood-carving Total.... 120 38 31 2S 28 15 13 12 .... 469 These pupils were instructed by 17 teachers for six months. Since the organization of the schools 1,643 have followed the courses. The buildings are of brick and cover a plat of land 200 feot on First avenue and 112 feet on Sixty-seventh and Sixty-eighth streets. The tuition charge varies from 2 to §35 for the course. The apparatus is valued at §1,000, and the property at §120,000. The receipts during the year from tuition fees were §6,863; the expenditures for building, §8,740; fo^ salaries, $2,657; for implements, $1,310; for material, $2,247, the deficit being met by the founder and proprietor, Mr. Auchmuty. Comparing the per capita cost of material used at this school, $4.80, and that of the Baltimore school, $2.50, of the Miller Manual Labor school, $6.22, it would seem to be a mean between them. NAUTICAL SCHOOL OF NEW YOEK CITY. The school system of New York City has had for some years a rather unique branch, the nautical school on board the ship St. Mary’s. By an act of 1874 Congress author¬ ized the use of certain naval vessels for school purposes and the detail of officers as in¬ structors, providing that ‘ ‘ no person shall be sentenced to or received at such schools as a punishment or commutation of punishment for crime. ’ ’ The St. Mary’s is under the charge of the board of education and the council of the Chamber of Commerce. During the winter months instruction in common school studies and seamanship are carried on, and during the summer a cruise across the ocean is made for practice. The graduating exercises of the school were held on October 13, at New York City, under the care of the council of the Chamber of Commerce. The boys were examined in practical seamanship and navigation by several sea captains, twenty-six receiving cer¬ tificates. The report on the examination shows that the graduates were proficient in seamanship and sailmaking, and, with one or two exceptions, good navigators. Three- fourths have since embarked on merchant vessels. The ship can accommodate 120 pupils. During the year 112 were enrolled. The per capita cost is higher than in the other branches of the school system. CHAPTER XVI. COMMERCIAL AND BUSINESS COLLEGES— NURSES’ TRAIN- ING SCHOOLS. I.— COMMERCIAL AND BUSINESS COLLEGES. GENERAL REMARKS. Two hundred and twenty-two institutions appear on our lists for the year under review, an increase of five over last year. Twenty-one report for the first time, and sixteen formerly reporting have either ceased to exist, or failing for several successive years to reply to inquiries addressed to them from this Office are presumed to be no longer in operation. The following are the changes for the year in the names of institutions: Location. Name. Changed to — Bridgeport, Conn... Hartford, Conn . Sioux Falls, Dak.... Davenport, Iowa... Ottumwa, Iowa . Madisonville, Ky... Elmira, N. Y . Pittsburg, Pa . j "Waco, Tex . Milwaukee, Wis . Gaffey’s Short-hand School . G&ffey's Short-hand School . Silsber's Business College . Iowa Commercial Institute . Ottumwa Business College . National Institute of Mathematics ... Elmira School of Commerce and Allen Business College. Curry Institute and Union Business College. Waco Business College . . Excelsior Business College . Martin’s Short-hand School. Porter’s Select School of Short-hand- and Type- writing. Sioux Falls Business College. Iowa Commercial College. Ottumwa Business College and Nor¬ mal Institute. National Institute. Elmira School of Commerce. Curry University. Hill’s Business College. Wilmot Business and Short-hand Col¬ lege. A new school has recently been organized at Freeport, Ill. , and, with the Rockford Busi¬ ness College at Rockford, forms Rockford Business University. The Nelson Ladies’ Business College at Cincinnati has been consolidated with the Nelson Business College. There is a marked tendency among the better class of these institutions to improve the courses of instruction, making them more thorough and practical. By genuine busi¬ ness transactions the student becomes practically familiar with commercial operations of all kinds. ‘ ‘ He buys and sells merchandise, real -estate, etc. ; receives and forwards goods to be sold on commission ; gets insured; deposits in bank; gives and receives checks, receipts, orders, notes, drafts, 5 ’ etc. Curry University, formerly known as Curry Insti¬ tute and Union Business College, has in addition a collegiate course of four years, Latin, Greek, and mathematics being taught throughout. The St. Stanislaus Commercial College, at Bay St. Louis, Miss. , requires candidates for graduation to pass a satisfactory examination in mathematics through trigonometry, in book-keeping, and in commercial law. There is a post-graduate course in the “higher mathematics,” comprising conic sec¬ tions, calculus, navigation, etc. French, German, and Spanish are also taught in this institution. To supply the increasing demand for stenographers, schools of short-hand and type- writing have been established in various parts of the country, and, with few excep¬ tions, all business colleges now have a ‘ 1 department of short-hand. ’ ’ A number of sys¬ tems are taught, but that of Ben Pitman is more generally used than any other in this country, and may he called the “ American system. ” According to reports of principals the length of time required to fit the average student for the satisfactory discharge of the duties of stenographer is from six to eight months, but many institutions profess to accomplish that result in a much shorter period. The number of students reported in business courses of city, normal, and secondary schools, and of colleges, is 19,683, an increase of 4,099 over last year. 927 928 EDUCATION REPORT, 1887-88. Table 85. — Summary of Statistics of Commercial and Business Colleges for 1887-88. States. Number of Institutions. Instructors. Students. Number of Students in Business Courses of City, Normal, and Secondary Schools, and of Colleges. u e3 .3 13 03 03 a 'o 550 4,000 1,330 900 380 7, 480 2,600 3, 349 6 s d 'S a 33 pH 3 o H ,2 [3 d a a) fc "3 "o 1 75 o 'o CO a ft o o o CO bo .3 "S 0) H North Atlantic Division : Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . Total . South Atlantic Division : Delaware . Maryland . District of Columbia . Virginia . West Virginia . North Carolina . 3 3 3 16 2 6 21 6 17 18 7 7 56 10 7 129 39 92 3 2 5 22 2 4 38 6 20 21 9 12 78 12 11 167 45 112 573 5 (2: £ 125 177 5 (3- £ 2,001 388 317 6,368 1,629 4, 201 156 14) J 1 26.) ! 48 n) £ 8545 121 205 1,457 256 1,495 729 365 225 3,196 509 522 7,825 1,885 5,696 609 251 198 5 (3 £ 2, 257 395 344 5 (8: \ 5,331 1,208 4,262 120 114 27 41) l 1 5985 114 I 178 25) ) 1, 6695 677 1,434 343 135 178 855 95 247 1,809 827 1,403 77 365 102 467 C f5! $15,779 55) £ 4,6185 20, 952 5 d, £14, 855 166) ] 4,9315 5,892 20,589 2 1 3 2 1 11 9 16 4 5 1 6 2 1? 9 22 4 7 221 485 524 83 239 64 65 221 *8 29 285 550 745 91 268 126 400 471 58 155 159 150 274 33 113 15 147 232 456 130 447 84 5-43 153 6, 200 623 0 South Carolina . Georgia . Florida . . . 3 11 11 539 15 554 i (187) ? $ 316 1 51$ 2, 500 Total . South Central Division : Kentucky . Tennessee . Alabama . 12 56 9 65 2,091 402 2,493 5 (n £ 1,526 37) £ | 7805 2,207 9,323 4 8 26 26 4 4 30 30 1,376 5 (2- £ 976 238 >0) 1 1405 1,614 1,336 5 (7 £ 793 | 5 (5: £ 751 30) £ 1215 i0) 528 272 533 155 178 187 91 1,110 470 Mississippi . Louisiana . Texas . Arkansas . Total . North Central Division : Ohio . Indiana . Illinois . Michigan . Wisconsin . Minnesota . . Iowa . Missouri . Dakota . Nebraska . Kansas . S$5»tal . 2 4 2 1 11 17 12 4 1 2 2 12 19 14 4 225 364 674 350 25 40 116 50 250 404 790 400 250 353 628 325 51 162 75 2, 500 2, 180 100 320 21 96 13 109 C (25 \ 3, 965 j JO) ? 6095 4,794 $ (1,5 £ 3,100 | J20) i 4745 1,944 6,680 18 10 11 10 7 3 16 13 1 3 7 68 38 57 31 25 10 62 64 3 13 33 18 16 14 7 9 2 22 13 2 10 86 54 71 38 34 - 12 84 77 15 43 1 5 (91 £ 2,064 | 5 '(2C l 1,863 1 4,266 | 5 (G: £ 1, 247 I 1,074 635 | 5 (31 £ 2,513 2,692 71 1,011 1,713 -6) l 6785 10) j 7415 1,063 3) £ 6105 277 124 (0) l 8935 1,054 23 256 622 3,658 2,804 5, 329 1,925 1,351 759 3,706 3,746 94 1,267 2,335 5 (91 £ 2,364 | 5 (M £ 1,332 4,500 | 5 (8C £ 1,018 1,095 651 3,145 $ (15 £ 2, 890 79 1,169 1,967 L6) £ 3785 )95) £ 3775 829 >3) £ 1045 256 108 561 so) £ 7065 15 98 368 975 444 1,181 370 728 245 1,356 935 228. 409 986 300 2,036 14,700 9,758 3,176 700 1,588 6,050 25 99 404 113 517 • S (1, 484) > £19, 149 1 6,3415 26,974 $ (2,9 £20,210 | '64) £ 3, 8OO5 7,857 38, 333 COMMERCIAL AND BUSINESS COLLEGES. 929 Table 85. — Summary of Statistics of Commercial and Business Colleges for 1887-83— Continued. 59 ED 1 3 4 5 6 7 8 9 10 11 12 13 14 15 1G 17 18 19 30 31 32 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 3 40 EDUCATION REPORT, 1887-88. Table 86. — Statistics of Commercial Post-ofiice Address. Name. Year of First Opening. Principal. 3 4 1874 M. A. Stone, . . . 1883 M. W. Ward . 1S84 F. C. Woodbury . 1876 D.C, Taylor . 1873 E. C. Atkinson . 1875 G. B. Barnard . 1S84 Isidor Leszynsky . 1882 II. C. Roeth . 1S63 E. P. Heald . 1863 T. A. Robinson . 1882 John G. Pilsen . 1878 H. C. Warden . 1887 Bliss Helen L. Mattoon.. 1887 W. J. Martin . . 1887 Mrs. M. A. Merrill . . 1877 T. W. Hannum, F. A. Stedman. 1887 Mabel W. Porter . 1884 John F. Gaffey . 1887 J. L. Wallace . 1884 James H. Crabb . 1886 H. S. Goldey . 1877 F. R. Lane . 1886 Francis G. Martyn . 1S64 Henry C. Spencer . 1868 Benj. F. Moore . 1882 S. L. Osborne . 1875 Brother Francis . 1884 D. Kimball . 1873 O.M. Powers . 1872 J. J. Souder . 1881 J. B.Dille . 1866 M. H. Barringer . 1866 G. W. Brown . 1866 H. Russell . 1865 A. S. Parish . 1870 D.L. Musselman . 1865 G. A. Winans . 1864 Bogardus & Chicken 1876 Mrs. F. P. Adams . I 1850 S. N. Curnick . Little Rock, Ark . Auburn, Cal . . . . Los Angeles, Cal . . . Oakland, Cal..... . Sacramento, Cal . San Francisco, Cal. (46 O’Farrell St.). San Francisco, Cal . San Francisco, Cal. (640 Clay St,). San Francisco, Cal . San Francisco, Cal. (320 Post St.). Denver, Colo . Pueblo, Colo . . Bridgeport, Conn . Bridgeport, Conn . Hartford, Conn . Hartford, Conn . . . Hartford, Conn . New Haven, Conn. (49 Church St.). Sioux Fails, Dak..., . Wilmington, Del. . . Wilmington, Del . . Washington, D. C . Washington, D.C. (313 Sixth St.). Washington, D. C . . Atlanta, Ga . Augusta, Ga . . . Augusta, Ga . Chicago, Ill. (85 E. Mad¬ ison St.). Chicago, Ill. (149 and 153 State St.). Chicago, Ill. (278 W. Madison St.). Dixon, Ill . . . Galesburg, Ill . . . Jacksonville, Ill . Joliet, Ill . Peoria, Ill . . . Quincy, Ill . . Rockford, Ill . Springfield, Ill....: . Danville. Ind . Evansville, Ind . Little Rock Commercial College . Sierra Normal College and Business Institute. Woodbury’s Business College . Oakland Business College and Nor^ mal School.* Sacramento Business College . Barnard’s Business College* . Commercial School . . . Globe Business College* . Heald’s Business College* . Pacific Business College* . Denver Business College . Pueblo Business College . . Gaffey’s Short-hand School* . Martin’s Short-hand School . Gafl'ey’s Short-hand School* . Hannum’s Hartford Business College Porter’s Select School of Short-hand and Type-writing. Gaffey’s Short-hand School . Sioux Falls Business College . Crabb’s Business College and Writ¬ ing Parlors.* Wilmington Commercial College*... Business Department, Washington High School. Martyn’s Commercial College . Spencerian Business College . Moore’s Business University . Osborne’s Business College . St. Patrick’s Commercial Institute . Kimball’s Short-hand and Type¬ writing Training School. Metropolitan Business College . Souder’s Chicago Business College *. Dixon Business College . Western Business College* . Jacksonville Business College and English Training School.* Joliet Business College and English Training School. Parish’s Business College and Tele¬ graphic Institute.* Gem City Business College . Rockford Business College . . . Springfield Business College . Central Normal College . Evansville Commercial College . * Statistics of 1886-87. COMMERCIAL AND BUSINESS COLLEGES, 931. and Business Colleges far 1887-88, No. of Months in Full Course of Study. Weeks in Scho¬ lastic Year. Tuition. In¬ struct¬ ors. Students. Volumes in Library. Physical Training. eJ ■j) 3 • O V >» ft Evening Course. Day Course. Evening Course. Day Course. Evening Course. Male. | Female. Male. Female. Day Course. Evening Course. 5 6 7 S 9 10 11 « 1 13 14 15 16 17 18 6 10 52 43 4 350 50 325 75 320 None . 10 40 §60 3 3 90 42 132 800 12 52 125 4 3 225 80 305 6 12 2 2 (4( 1) 40 6 52 52 75 875 5 3 276 51 259 68 750 None . 6 12 115 70 4 1 95 15 65 45 150 10 (a) 5 2 183 137 320 10 None . 6 8 6-12 52 125 350 150 500 0 100 6 12 125 75 5 O 150 15 125 40 8 12 52 39 610 65 2 1 66 18 55 29 65 None . 60 40 3 1 33 11 21 22 Nf)J)R 6 12 52 52 60 60 1 15 5 5 15 4-7 8-13 52 52 610 65 1 1 50 35 38 47 6 12 52 52 60 60 1 13 6 10 8 45 25 5 166 35 159 42 None . 6 12 52 52 120 60 1 14 34 32 16 6 13 72 60 1 o 60 90 100 50 None . . . . 52 16 25 3 71 23 79 15 3 47 47 60 40 4 o 103 47 75 75 8 43 26 80 20 7 1 118 17 51 84 10 0 36 0 0 0 8 2 41 49 90 0 6, 000 Military drill and gym¬ nasium. 6 12 40 40 50 40 4 0 200 30 170 60 0 None . IQ 10 40 40 70 60 4 4 283 142 211 214 200 De lsarte method. 4 6 50 24 75 30 3 0 165 5 145 25 0 None . 4 6 50 5Q 50 35 3 0 187 10 171 26 None . 17.50 187 (18 7) 2.500 4 6 53 52 2 0 25 59 63 22 12 7 52 30 100 29 10 2 1,701 200 1,648 253 100 None . 12 14 52 29 90 28 7 512 258 586 184 9 50 40 6 2 1 229 89 318 2,100 m 6-10 10 •' 9 6 42 24 80 20 5 2 239 63 255 46 24 30 50 40 40 30 3 2 450 125 500 75 12,000 Dr. Lewis’s course and military drill. 6-10 51 17 60 15 1 2 109 35 114 30 6 52 10 60 10 10 l 627 43 640 30 100 N’nne 6 6 50 26 50 10-25 6 1 236 104 245 95 400 Gymnasium. 6 40 50 7 2 138 88 133 94 Gvmnasium. 32 9 4 623 272 (8£ )5) 1,496 6 13 45 35 2 2 135 40 140 ! 35 None . a §40 to non-residents. l (Per month, 41 42 43 44 45 46 47 43 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 SO 81 82 S3 84 85 86 EDUCATION REPORT, 1887-88, Post-oflSca Address, 1 Fort Wayne, Ind . Hope, Ind . Indianapolis, Ind. (N. Penn. St.). Lafayette, Ind. (124 Columbia St.). Logansport, Ind . Millersburg, Ind . Richmond, Ind . Terre Haute, Ind. (cor. of Main and 6th Sts.). Cedar Rapids, Iowa . Clinton, Iowa . Davenport, Iowa . Davenport, Iowa . Decorah, Iowa . Des Moines, Iowa . Des Moines, Iowa . Dubuque, Iowa . Dubuque, Iowa . Iowa City, Iowa . Keokuk, Iowa . .„ . Marshalltown, Iowa . Muscatine, Iowa . Oskaloosa, Iowa . Ottumwa, Iowa . Sioux City. Iowa . Atchison, Kans . Emporia, Kans . Lawrence, Kans.. . Leavenworth, Kans.... Topeka, Kans . Topeka, Kans . Wichita, Kans . Lexington, Ky . Louisville, Ky. (406 3d St.). Louisville, Ky. (Green St.). Madisonville, Ky . New Orleans, La. (401 Bayou Road). New Orleans, La . New Orleans, La. (131 Carondelet St.). New Orleans, La. (cor. St. Charles and La¬ fayette Sts.). Augusta, Me. (Water St.). Portland, Me . Rockland, Me . Baltimore, Md . Boston, Mass. (608 Washington St.). Boston, Mass. (666 Washington St.). Boston, Mass. (167 Tre- mont St.). Table 86. — Statistics of Commercial Name. 2 McDermut & Whiteleather’s Busi¬ ness College. Hope Commercial College* . Indianapolis Business University . Union Business College . Hall’s Business College . C. M. Immel’s Institute . Richmond Business College and In¬ stitute of Penmanship and Short¬ hand. Terre Haute Commercial College . Cedar Rapids Business College . Clinton Business College* . Davenport Business College . Iowa Commercial College . Decorah Business College . Capital City Commercial College . Iowa Business College . Bayless Business College . . . Mathematical School . Iowa City Commercial College . Peirce’s Business College . Marshalltown Business College . Muscatine Commercial College . Oskaloosa Business College . Ottumwa Business College . North-Western Business College . Atchison Business College . Emporia Business College . Lawrence Business College . Central Business College . Pond’s Business College . Topeka B&siness College and Short¬ hand Institute. South-W estern Business College . Commercial College of Kentucky University.* Bryant » <0 cl > d > ft w ft H ft W 5 6 7 S 9 10 8 50 39 §50 §27 6 46 37 6 50 26 75 25 9 18 40 24 45 18 6 12 40 24 45 20 5 8 20 20 25 20 5 8 50 32 48 6-12 52 26 80 52 22 60 36 a8 52 45 6 12 52 26 50 6 0 52 0 48 0 9 48 30 60 20 9 52 26 75 20 6 12 52 24 75 25 70 36 a 7 52 24 50 5-15 6 18 52 26 40 16 6 8 52 36 55 40 52 25-40 7 6 50 24 75 30 6 12 48 48 75 40 6 10 52 36 80 25 6 6 40 24 55 25 5 6 50 24 40 15 a 9 50 50 6 9 50 36 60 27 6 12 50 24 50 30 *7l G 12-18 50 25 75 36-54 7 6 50 26 665 25 3 6 a 4 a 6 50 26 100 25 3-5 6-8 51 51 70 70 4 0 52 0 39 11 45 60 9 12 52 52 (&) (c) 6 12 52 52 (5-10 pi sr mo.) 6-18 12-24 52 52 75-150 60-120 5 40 35 4-6 48 40 60 3-12 42 26 60 6-18 51 25 100 25 10 0 40 0 160 0 9 12 40 26 120 25 * 6-10 10 140 In¬ struct¬ ors. Students. Male. d 3 a 0 Day Course. 13 14 15 150 35 123 40 40 290 150 375 (20( 3) (20 < 140 62 162 51 22 33 158 55 178 276 105 281 221 95 271 174 39 114 467 77 544 324 163 442 68 5 73 306 194 365 (300) 258 250 75 265 22 5 27 142 33 175 157 39 136 65 40 80 37 19 56 166 59 225 30 4 18 84 46 96 93 55 98 210 180 370 360 105 465 89 16 60 250 115 300 166 81 164 545 70 510 650 50 (7C 490 121 490 129 5 134 107 62 169 15 0 15 21 3 17 35 5 40 293 32 281 211 60 271 233 40 215 129 56 123 485 65 400 600 185 785 325 125 300 73 21 94 Physical Training. 11 12 17 IS 62 121 44 53 62 150 0 150 None. 150 250 40 100 0 41 . ! 44 . , . | 45 None . 1 46 . ! 47 0 None . 1 95 Gymnasium.. 50 280 200 400 87 None . Gymnastics .. Gymnasium.. None . 75 29 72 150 150 None . i None . j 1 None . 1 None . ! 0 None . | no 0 1,000 Gymnasium..j None . None . 0 200 1,980 200 200 150 None . Gymnasium.. None . Gymnasium.. None . ! 48 69 a Average. 100 None. & $5 per month. c $4 per month. 87 88 S9 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 EDUCATION REPORT, 1887-88. Table 86. — Statistics of Commercial Post*ofllce Address. Name. Principal. Boston, ! Boston, Mass.. Boston, Mass. (161 Tre- mont St.). Fall River, Mass . Holyoke, Mass . Lawrence, Mass . Lowell, Mass . Pittsfield, Mass . Springfield, Mass. (22 School St.). Springfield, Mass . Worcester, Mass . Worcester, Mass . Worcester, Mass . Battle Creek, Mich Battle Creek, Mich. Bay City, Mich......... Big Rapids, Mich .... Detroit, Mich . Detroit, Mich . East Saginaw, Mich. Grand Rapids, Mich.. Ionia, Mich . Kalamazoo, Mich. Duluth, Minn . . Minneapolis, Minn. Winona, Minn . Bay St. Louis, Miss , Jackson, Miss . Hannibal, Mo . . 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... St. Louis, Mo... Sedalia, Mo . Stanberry, Mo. Hastings, Nebr . Lincoln, Nebr . Omaha, Nebr. (1114 and 1116 Farnam St.). Manchester, N.H . New Hampton, N. H. .. Portsmouth, N. H . Hick ox’s Short-hand School . Reckers & Bradford’s Commercial School. Sawyer’s Commercial College . Holmes’ Bryant & Stratton Com¬ mercial College. Childs’ Business College . . Cannon’s Commercial College . Lowell Commercial College . Chickering’s Commercial College . Childs’ Business College . New England Short-hand School . Foster’s Business College . Hinman’s Business College . Worcester Select School of Short¬ hand and Type-writing. 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 University . Parsons’ Business College . Grand Rapids Business College and Practical Training School. Poucher Business College . Parsons’ Business College, Short¬ hand, and Telegraphic Institute. Parsons’ Business College . . . Archibald Business College . Winona Business College. . St. Stanislaus Commercial College . Capital Commercial College . Bluff City Business College . Business Institute . National Business College . Kirksville Mercantile College and Writing Institute. Chapman’s Business College* . Ritner’s Commercial College* . St. Joseph Commercial College . Johnson’s Commercial College . Jones’ Commercial College . . Mound City Commercial College . St. Louis Mercantile College . Central Business College* . North-Western Normal School and Business Institute. Hastings Commercial College . Lincoln Business College . . . Omaha Commercial College . Bryant and Stratton Business Col¬ lege.* New Hampton Commercial College.. Smith’s Academy and Commercial College. • Statistics of 1886-87. 1880 1876 1838 1857 1883 1881 1859 1861 1884 1887 1862 1881 1887 1881 1882 1884 1884 1850 1868 1866 1877 18S6 1877 1878 1855 1884 1884 1884 1884 1880 1879 1868 1876 1841 1859 1882 1883 1881 1884 1884 1874 1865 1877 1873 W. E. Hickox . Reckers & Bradford . Geo. A. Sawyer. F. A. Holmes . C.H. and E.E. Childs. Gordon C. Cannon . Albert C. Blaisdell . Benj. Chickering . C. H. and E. E. Childs . I. E. House . Prof. C. C. Foster . A. H. Hinman . . Geo. C. Creelman . M. W. Cobb J. B. Krug . . Cyrus H. Devlin.. W. N. Ferris . F. L. Bliss . W. F. Jewell.. A. C. Parsons. A. S. Parish...., Irvin M. Poucher. W. P. Teller . W. F. Parsons . A. R. Archibald . R. A. Lambert . Bro. Osmond . L. A. Wyatt . . Ferdinand Henderson. G. A. Smith . . Henry Coon . Geo. J. McDaniel . Thomas C. Chapman. . P. Ritner . Bro. Marcellian . F. H. Madden . J. G. Bohmer . H. C. Perkins and P. J. Herpel. C.W. Robbins . Allen Moore, b. s . H. B. Gilbert . . Lillebridge . O >. o >» o 3 > > ri > 0 Q Q Q W h 5 « 7 S 9 10 11 12 1 3-5 $50 1 1 6-24 24-36 44 26 140 §25 2 1 44 0 120 0 2 3 9 20 48 36 75 50 2 1 8 10 42 40 90 50 2 2 4 12 40 40 120 30 2 2 6 12 48 40 40 11 2 3 3 42 40 1 1 8 16 43 30 90 30 3 1 6 12 52 52 50 50 1 0 10 6 40 30 20 15 1 1 9 18 43 26 90 30 5 2 6 12 50 50 2 20 40 a40 1 12 18 50 25 40 20 3 0 7 12 48 24 50 50 2 3 6 5 48 20 45 15 3 2 40 40 24 1 0 52 26 60-75 30 13 12 18 40 40 40 40 2 1 3 0 6 40 1 9 6 36 24 2 1 12 9 52 36 100 75 1 1 48 48 24 90 24 7 0 8 12 ... J 65 20 2 1 50 40 100 9 0 3 52 1 8 16 50 35 2 1 6 40 20 5 1 6 16 52 33 60 30 5 c8 50 4 1 4 6 52 26 60 25 3 2 6 12 51 26 40 25 4 1 40 50 9 6 12 50 32 100 65 5 1 6 18 52 28 100 274 5 1 12 18 52 26 100 30 4 1 6 16 52 34 100 50 3 0 12 52 52 60 40 6 2 46 45 9 2 6 12 52 30 2 1 6-12 52 20 60 5 1 8 24 52 28 65 30 6 4 52 32 65 16 2 40 50 2 1 40 80 3 1 Students. Physical Training. 13 14 15 1G 17 IS (341) 34 105 75 16 32 170 18 13 63 117 210 (68) 500 99 138 27 80 100 365 170 ?5 150 100 8 275 152 216 118 150 162 353 100 480 501 70 401 540 101 248 0 140 I xr 200 100 43 39 (341) 42 134 21 37 210 26 150 21 60 4 150 350 68 14 40 68,200 0 100 1,458 (803) 78 40 167 34 90 100 381 170 75 175 150 12 200 241 150 140 94 52 (150) 14 400 2,500 148 100 101 330 75 54 455 1,028 67 502 600 100 91 60 92 100 3,000 200 250 500 2,000 25 4,000 None . Gymnasium.. Gymnasium.. None. None. None. None . None . Gymnastics.. None . None. None. None. None. None . None . Gymnastics .. Calisthenics.. None . . . Military drill 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 . 119 . 120 . 121 . 122 None . 123 None . !124 None . 125 None. None. None. 126 127 128 |129 .130 '131 Gymnasium.. 132 . 1133 For non-residents. 6 Public School Library. c Average. 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 EDUCATION REPORT, 1887-38. Table 86. — Statistics of Commercial Post-office Address. Principal. 1 2 4 Jersey City, N. J. (23 and 25 Newark Ave.). Newark, N. J . Newark, N. J . Paterson, N. J . Trenton, N. J. (10 and 12 S. Greene St.). Trenton, N. J. . Albany, N. Y . Binghamton, N. Y . Brooklyn, N. Y. (38 and 44 Court St.). Brooklyn, N. Y. (16 Court St.). Brooklyn, N. Y . Brooklyn, N. Y. (Jay St.). Jersey City Business College. 1884 W.E. Drake. Coleman National Business College*. New Jersey Business College . Paterson Business College* . The Stewart and Hammond Busi¬ ness College. Trenton Business College* . Albany Business College . . . Lowell Business College . Claghorn’s Bryant & Stratton Busi¬ ness College. French’s Business College . 3862 1874 1876 1883 1865 1857 1850 1861 1868 H. Coleman . C.T. Miller . George W. Latimer. Thos. J. Stewart . Andrew J. Eider . John R. Carnell . J. E. Bloomer . . Chas. Claghorn . Geo. W. French . Kissick’s Business College . St. James’ Commercial College. 1866 W. A. Kissick, M. A . 1850 Brother Joseph . Brooklyn, E D., N. Y...„ Buffalo, N. Y . Buffalo, N. Y . Elmira, N. Y . Geneva, N. Y . Glen Falls, N.Y . New York, N. Y. (62 Bowery, cor. Canal St.). New York, N. Y. (107 W. 34th St.). Olean, N. Y . Peekskill, N. Y . Poughkeepsie, N.Y . Rochester* N. Y. (cor. of State and Market Sts.). Rochester, N. Y . Troy, N. Y . Utica, N. Y . Akron, Ohio . Canton, Ohio . Cincinnati, Ohio (N.W. cor. 5th and Walnut Sts.). Cincinnati, Ohio (N.W. cor. 4th and Walnut Wright’s Business College.... Buffalo Business College* . Buffalo Business University*. Elmira School of Commerce. Geneva Business College . Glen Falls Business College*. Paine’s Business College . 1873 1854 1880 1887 1849 Henry C. Wright . J. C. Bryant, M. D . A. S. Osborn . N. A. Miller . A. E. Mackey . E. D. Sylvester . Rutherford & Howell... The Paine Up-town Business College.. 1872 H. W. Remington. Westbrook Commercial College . Westchester County Institute . Eastman National Business College.. Rochester Business University . 1S82 1877 1859 1863 E. D. Westbrook . Charles Unterreiner. Clement C. Gaines.... Williams & Rogers.. Taylor & Son’s Business College . Troy Business College . Bryant and Stratton Utica Business College. Akron Business College . Canton Business College . Martin’s Queen City Business College 1876 1860 1802 1866 1875 1884 A. J. Taylor . Thos. H. Shields. G. F. Hendrick . O. S. Warner . Wm. Feller . Thos. Martin . Nelson’s Business College. 1856 Richard Nelson. Cleveland, Ohio Cleveland, Ohio (20S Superior St.). Columbus, Ohio.... . Columbus, Ohio . Dayton, Ohio . Delaware, Ohio . Findlay, Ohio . Hamilton, Ohio . Mansfield, Ohio . Oberlin, Ohio . Spencerian Business College. 1848 Standard Business College and School 1882 of Science.* Capital City Commercial College . 1878 Columbus Business College and Nor¬ mal School. Miami Commercial College . National Pen Art Hall and Busi¬ ness College. Findlay Business College* . 1863 1860 1882 1S83 Ohio Commercial College . 1875 Ohio Business College . 1866 Oberlin Business College . . Spencer, Felton & Loomis. H. Day Gould . Humphries and Hage- man. J. M. Brown . A. D. Wilt . G. W. Michael . C. J. Oiler and C. B. Browning. W. A. Nichols . J. W. Sharp . McKee and Henderson. * Statistics of 1886*87. COMMERCIAL AND BUSINESS COLLEGES, 937 and Business Colleges for 18S7-88 — Continued. No. of Months in Full Course of Study. "Weeks in Scho¬ lastic Year. Tuition. In¬ struct¬ ors. Students. Volumes in Library Physical Training. Day Course. Evening Course. Day Course. Evening Course. Day Course. Evening Course. Male. | Female. Male. Female. Day Course. Evening Course. 5 6 7 S 9 10 11 12 13 14 15 16 17 18 10-18 56 44 28 $75 $25 5 2 160 18 78 100 100 None . 4 6 52 30 75 25 10 1 406 34 358 82 1,000 12 10 52 40 70 30 7 1 210 75 170 115 400 10 15 42 32 75 50 136 18 83 71 10 40 24 75 30 8 1 361 62 257 166 600 10 12 42 24 75 30 9 1 356 49 262 143 500 6 12 52 26 35-100 30 9 1 545 80 545 80 0 Gymnasium.. 4 7 51 24 4 1 240 70 220 90 200 None 10-15 40 120 7 1 192 30 222 0 None . 40 16 2 4 314 184 334 164 10-20 10-20 43 43 65 45 7 2 327 75 402 10 40 40 18 825 (8 ®) 3,000 Military drill and calis¬ thenics. 10 6 40 26 80-100 30 6 3 323 124 285 162 200 None . 6 18 52 30 120 36 " 7 3 638 174 493 219 a7i 52 43 50 40 8 2 323 113 317 119 4 12 52 24 25 6 4 190 68 193 65 150 Gymnasium.. 3-6 6-8 40 40 40 25 1 2 39 11 35 15 Gymnasium.. 5 8 40 20 80 30 2 1 24 16 28 12 0 12 12 52 52 88 88 4 1 28 28 28 28 9 12 52 52 50-80 30-50 3 3 355 80 240 195 6 10 52 26 50 25 4 1 99 46 107 38 50 Gymnasium- 10 0 40 0 60 2 1 34 18 52 0 500 Calisthenics.. 3-6 6 52 26 100 20 15 1 871 80 885 66 3,000 Gymnasium- 40 24 100 30 10 2 390 66 393 63 Military drill. 3-6 6-10 52 52 35 12 5 188 107 135 160 6 9 52 26 75 40 6 2 350 55 275 130 180 43 24 60-75 25-40 3 3 173 32 142 63 200 I^OTIS 6 6 30 30 1 20 4 13 H o Gymnastics .. 5 12 52 32 100 60 o 0 107 18 73 52 8 12 52 52 50 50 3 2 90 50 70 70 100 None . 12 80 9 4 228 92 320 o 1 . 52 35 17 3 (93 Q) (9- 6") u^ynuiBiSiiini,. 9-12 12-18 52 52 60-75 40 1 v»-» 57 12 39 30 150 52 24 45 35 2 3 120 50 170 None 12 48 50 6 1 195 150 345 None 5 6 52 26 60 30 3 52 28 55 12 5 1 450 120 50C 70 4 3 52 32 3 1 94 41 95 40 50 6 12 50 32 90 50 3 0 95 21 61 55 Non e . 4-6 50 50 2 1 104 r 36 140 6 50 2 1 175 44 219 Gymnasium.. o Average. 13-1 135 136 137 13S 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 1S5 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 EDUCATION REPORT, 1887-88. Table 86. — Statistics of Commercial Post-office Address. Name. Principal. 1 Springfield, Ohio . Springfield, Ohio (339 W. Pleasant St.). Toledo, Ohio . Youngstown, Ohio . Portland, Oregon . Allentown, Pa . Altoona, Pa . Altoona, Pa . Easton, Pa . Erie, Pa . Harrisburg, Pa. (30,7 Market St.). Lancaster, Pa . Meadville, Pa . Philadelphia, Pa . Philadelphia, Pa . 4 Nelson Business College . Van Sickle’s Business College. 1881 R.J. Nelson . 1871 J.W.Van Sickle, ll.d. Toledo Business College and Short¬ hand School. Youngstown Normal Business Col¬ lege. Portland Business College . Allentown Business College . International Business College . Mountain City Business College . Easton Business College . . Clark’s Business College . Pennsylvania Business College* . 1868 1885 1866 1869 1S85 1862 1883 1873 M. H. Davis . J. C. Steiner . A. P. Armstrong . W. L. Blackman. Crowley 187 0 187 6 12 40 24 40 1 18 4 12 10 48 24 60 20 5 (5; 16) 407 139 2 1 124 36 120 40 None . 6 52 2 200 160 360 200 None . fi_1f) 12 20 52 30 50 25 3 172 4 128 48 110 None . 4 8-10 52 52 6-28 8-33 i 0 125 90 125 90 24 4 5 50 30 2 1 361 209 371 199 875 40 50 20 3 90 20 60 50 200 None . 50 32 100 37i 218 42 210 50 100 6 10 42 29 60 25 2 1 43 7 27 23 300 fi-10 42 34 70 40 2 55 20 75 None . 10 40 50 4 1 256 40 296 ai 52 30 50 24 3 198 9 121 86 44 s 120 25 20 1 826 104 585 345 240 None . 15 40 0 3 3 163 57 225 0 None . 5 12 41 28 65 30 18 9 672 731 1,171 232 500 None . 4 6-8 52 26 50 25 9 0 None . 10 15 44 32 m 371 5 O 414 84 320 178 0 Military drill 9 39 2 1 52 15 67 1,000 52 40 50 6 215 43 125 133 None . 5 8 52 32 3 1 336 20 356 None . 10 42 20 100 20 1 254 77 258 73 200 None . 47 36 100 40 3 1 134 44 137 41 180 None . 1 • 15 4 19 None 9 20 48 38 60 30 3 1 104 38 112 30 270 Calisthenics and mili¬ tary drill. 6 12 52 32 100 40 5 1 180 20 165 35 a6 a6 52 44 3 1 (2201 (220) None 12 12 52 52 75 50 5 300 (3001 200 6-9 52 60-90 3 1 162 162 1 o None . 3 5 52 32 50 40 3 0 140 10 150 None . 4 36 3 75 68 143 8 12, 40 36 50 45 3 2 444 66 378 132 4 6 52 20 50 30 9 230 50 250 30 i'oo 3 40 24 60 16 2 1 82 16 71 27 0 None . 9f 39 30 2 2 55 12 67 730 9 36 3 2 40 20 60 600 8 13 35 26 50 50 1 47 1 32 16 570 3-4 9-12 52 52 40 40 3 36 7 26 17 53 None . 9 24 39 39 60 36 3 63 7 47 23 10 5 12 52 52 40 30 5 2 239 29 155 113 0 None . 6 12 51 25 50 25 4 1 143 52 195 200 None . 10 52 .16 3 0 14 125 42 326 "NT on p 6 52 26 45 20 5 1 201 86 240 47 50 None 12 6 44 44 80 50 6 3 183 26 156 53 2,000 6-9 12 48 25 100 35 4 3 256 53 232 77 6 10 52 52 60 45 3 1 94 46 103 37 40 40 180 • 44 44 600 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 218 219 220 221 222 a Average. 940 EDUCATION REPORT, 1887-88. Institutions from which no Information has been Received for Two Successive Years . Location. Name. Location. Name. Mamn , G a . Macon Commercial College. Champaign Business College Bryant’s Chicago Business College and Training School. Northern Indiana Commer¬ cial College. Elliott’s Business College. Capital City Business Col¬ lege. St. Louis, Mo . Bryant & Stratton Business College. Packard’s Business College. Spencerian Metropolitan Business College. Ohio Business University. Zanesville Business College. Oshkosh Business College. Champaign, Ill . Chicago, Til . New York, N. Y.. New York, N. Y.. Toledo, Ohio . Zanesville, Ohio.. Oshkosh, Wis . Valparaiso, Ind . Burlington, Iowa.. Lansing, Mich . II.— NURSES’ TRAINING SCHOOLS. GENERAL REMARKS. The training school connected with the Bellevue Hospital in New York City, estab¬ lished in 1873, was the first institution of the kind opened in this country. The object of its establishment was to educate a body of skilled nurses, suitable for the needs of hospitals and capable of being intrusted with the care of the sick at their own homes. During the same year schools similar in character were opened in New Haven, Conn., and in Boston, and their number has now increased to thirty-three. Students attend lectures on anatomy, physiology and hygiene, obstetrics, and the principles of nursing and care of the sick, in addition to their training in the hospitals at the bedside of the patient. During the second year of the course they are sent to nurse in private families or in hospitals, a3 superintendents may think best. Exami¬ nations are held at stated periods to ascertain as nearly as possible the progress of each individual student, and her fitness for the work. Evidence of a good common school education is a qualification essential for admission, and age limitations are fixed at from twenty to forty, or, in some of these schools, from twenty-five to thirty-five. During the year 1887, 386 applications for admission were received at the Bellevue training school, showing how large is the number of women who wish to avail themselves of this training. Of these applications 47 were accepted, preference in every case being given to women of superior education and acquirements. Reports from these schools show that the demand for their graduates, both for private nursing and as superintendents and assistant superintendents of hospitals, largely ex¬ ceeds the supply, and bears testimony to the excellence of the training received. A training school for male nurses, in connection with New York City Charity Hos¬ pital, has been in existence one year, and, with the same object in view, a building has lately been erected on the grounds of Bellevue Hospital at a cost of $100,000; Mr. D. D. Mills, of New York, was the donor. The superintendent of Bellevue training school reports an application from Persia, and also one from Japan, for admission to that school, and a movement is on foot to es¬ tablish in India a school for native women, to be educated by trained nurses and phy¬ sicians. The South Carolina training school, located at Charleston, has been inactive since 1886, from lack of funds for its maintenance. TRAINING SCHOOLS FOR NURSES. 941 Table 87.— Summary of Statistics of Training Schools for Nurses for 1887-88. 2 a 4> © Instructors. Pupils. 3$ <4-i / o 111 |l Male. Fe¬ male. Total. r~* CO SH Sm rl O-S North Atlantic Division— 1 5 1 6 20 4 5 32 23 55 291 82 1,795 1 6 C 12 10 1 24 24 114 13 78 429 162 1,105 110 12 2 14 32 11 g 5 6 11 122 78 220 Total . 26 { U5(' 56^ 176 918 . 371 3,344 South Atlantic Division— District of Oolumbia.... . . . 1 7 0 7 0 Total . 1 7 0 7 22 0 l North Central Division— Indiana . . . 1 2 9 18 4 Illinois . 1 40 18 Mioliijan . 1 15 4 19 24 16 180 Arinnpsnfa . 1 0 7 7 16 4 Missouri . . . . . 1 15 1 16 25 50 * Total . 5 37 14 51 1 123 44 230 Western Division — California . . . 1 3 10 13 30 6 15 1 Total . 1 3 10 13 30 6 15 North Atlantic Division . 26 f (5 1 115 7 i) ' l 56] 0 176 918 371 3,344 Sonth Atlantic Division . 1 7 22 0 North Central Division . 5 37 14 51 123 44 230 Western Division . 1 3 10 13 30 6 15 Total for 1887-88 . 33' S (5 l 162 | >) l so] 247 1,093 421 3,589 Total for 1886-87 . 31 . 1 195 989 335 j . Increase . ^ . . . . . 2 . 1 52 104 86 ! Table 88. — Statistics of Training Schools for Nurses for 1887-88. 942 EDUCATION REPOET, 1887-88. •XjTuqi'i ui saccmjoA. -Z.8SI ui sajunpujo •siidnj •ppjraa.ji •Xpnjg jo osanoo Iinj n\ 6JU3A jo Jaqcanjj K 8 S O 00 'CM OS W •Saiusdo JSJLI jo atJOA W N N N N 1M CM d (M © ft© UK fidO C-P 5 o a a ago 2# 2 00 I-I iO u u 'p o5 ^ S o >t ° : s Ja Sa ! 4) as ^3 mm EG CS® C3 © £ s^l- s ass-g ‘o — — 2 S 2 CJ **00 C 1 l *8 ^ f* H H DQ - SSS&2 as ^ ^ a g-g S^ § § •a m n a ,2 ; o Sr OD (3 to 0—' >a C fc, 5 m o cj to Ha £ ijiS'gil’RwS? >» ^5'->rS_! * 0).3 - a . g b®^ g aH gsggl&gfewg gfcl-g'gw^^s n h h S ofc znZ tog •Sa c © *SM 2 to H c e‘s »H *3 o s to fC C)t-I t!h o • ^02 * o I II* w '3 a a © S ®SSP-S®»* • tiM.Saa o Hd o'; a 3-s5^ 3 ^ &‘S ®iS^s &ss ^ssSISaS ^o§®o|w ga-s^sS-g « a a H PL, t£A ao *= o- 6°’ s 8 - - of g> o v£>~ o M C ^ 00^ a. ft ^ I WlHI I 8 i ||“‘l ^ * U1 A> O « « o c c © ® ^ ^ I— 5 !•§■»« I^II .S .,P 3 ■S p5 an 2 « o a jO ■S-4 11 Z.z* CSC 3 S ©AJ 0^0 Z< 2 « PQ Brooklyj TRAINING SCHOOLS FOR NURSES. 8 8 ° 8 .3* 00 CO 2 c o a S o g o w o « o u o , o 2 ® © “ C.K5 pN S* 2? H ij2 ! >»L“ §1, gg: K$j at o T* ?> §"5 2 o o • u a : o ao : >§ « 3 ^ ° - 5 *3 co a o a 3 2 O j R O 23 e|| is as lla 23 c O 2 cj a 3£3£ K'O S'O fcx S sip •as © 5C 3 T. he S &ift Win So o£o* S w? 32 II gj ji^O Ms, few's ® c b gSg to S5 fe CO cc LO > JS‘o"- fe* is ^fjlg <1 .3 ^ ~ =3 §®22g ISQ g g x~— £2.® ~3 3 II" 3< Q w w a o a ■o 2 '5 S u 8 13 £E t£ ’I jells Sl|l! "u 5 13 ?• '-ii js£ j?S-- »* £ * 3 & U1 so ’3 1 Eh 1 1 o K £ 3 ® | S | ©£ ■s.S £ 9 . 3 5 ©"© . * £ © „ 2? 0 *.-_•£ 'S © © O '£ci£ 8S"S £9 2®&^£ 3 g c © £ °~ a^33 © h© W M S W M rH F? g a o I * * . * fc’i* c 3 co 233° l!I! fel 44 H © © * W £3 n a £ ^ ^ 3 ©S© W £ £ .„ ,^'S* - *!*>••*• „• m S x O 0 K® T feg St? & -'PoS5yC©Wo ^5 55 ^ K .3 53 ,«f 2 g^a o<£© III ci „ 2” s C- V 1^*1 lag ^ fe. 943 CHAPTER XVII. EDUCATION OF SPECIAL CLASSES. EDUCATION OF THE DEAF. GENEBAL EEMABKS. New institutions and buildings. — The Cathedral School for the Deaf at Cincinnati, Ohio, the dual institution for the colored at Austin, Tex., and Miss S. W. Keeler’s articu¬ lation class in New York City are the new institutions reported in operation during the past year. . The Cincinnati institution is under the control of the Archbishop of Cincin¬ nati, and is in part supported by him. The manual method of instruction is followed at present, but the combined system is soon to be introduced. The new school in Wyoming, reported last year as ready to begin work, has failed to respond to inquiries from this Office. The Deaf-Mutes’ Journal, a paper published in New York, is authority for the statement that a Chicago merchant proposes to give $20,000 toward the estab¬ lishment of an institution in which deaf-mutes shall receive “suitable training.” The method of instruction to be adopted is not mentioned. A bill was introduced in the State senate of Ohio by Mr. Mack, of Cincinnati, during the last session of the Legisla¬ ture, to establish schools for deaf-mutes in the city school districts of Cincinnati and Cleveland. Action was postponed until the next session. A home, the “Sarah Fuller Home for Little Children who cannot Hear,” was re¬ cently established at West Medford, near Boston, Mass. The oral method of instruc¬ tion is employed. “It is not proposed to retain these children in the home after they are old enough to go to the Horace Mann School, only to prepare them for that and to utilize their earliest years before the organs of speech have lost their elasticity.” Another institution, known as the “Frentz School for the Deaf,” enters upon its first year of existence at Oshkosh, Wis. The manual method is to be adopted, and the in¬ stitution is supported by the State. A private school, the “St. Mary’s Institution for Deaf-Mutes,” was opened during the year in St. Paul, Minn., but no report of its work has been received. The main building of the Missouri institution at Fulton was destroyed by fire in Feb¬ ruary last, and is being reconstructed on an improved plan. The Pennsylvania oral school at Scranton*will soon have accommodations for forty additional pupils, and the Legislature of Washington Territory has appropriated $30,000 for new buildings for the school at Vancouver. Changes of the year. — The board of trustees of the Iowa institution at Council Bluffs has placed the educational and business departments under separate and independent heads. The system of double classes is abandoned, and the length of the school day in¬ creased by one hour spent in the school-room. The Cincinnati oral school has become a part of the public school system of that city, and is governed by its laws and regula¬ tions. 3fethods. — By invitation of the ‘ ‘ Eoyal Commission on the Blind, the Deaf and Dumb, ” etc., Dr. Alexander Graham Bell went over to England during the past summer to give the commission information about American schools. A short time before his departure Dr. Bell sent a circular letter to the superintendents and principals of American and Canadian schools for the deaf, asking for information as to methods employed in their institutions, and for opinions on the various methods and on other points of interest and importance. The replies were collected together and published. Thirty-nine Ameri¬ can schools reported the combined method; 16 purely oral; 8 manual; 3 manual and oral, and 1 manual, oral, and combined; 48 schools report 2,308 pupils in articulation, and with 1,353 of this number articulation is used as the means of instruction; 855 are con¬ genitally deaf, or became deaf before two years of age. Auricular instruction. — The attempt to cultivate and improve the hearing of the deaf by this method of instruction is rapidly growing in favor. Eight years ago an experimental class of semi-deaf was organized in the Nebraska Institute for the Deaf and Dumb, and the results proved satisfactory. The superintendent of this institution, in reply to Pro¬ fessor Bell’s circular letter of inquiry, says: “We have sixteen (pupils) under aural instruc- 944 EDUCATION OF THE DEAF. 945 tion; of these, nine will leave school as hard-of-hearing speaking people, with perhaps no greater degree of disadvantage from deafness than those who have become partially deaf in adult life. “After eight years of experience in this work and of observation elsewhere, it is my belief that at least 15 per cent, of our deaf-mute population are fit subjects for aural in¬ struction, and that a majority of these can be graduated as hard-of-hearing speaking people, and the condition of the remainder greatly elevated above that of the ordinary deaf-mute. * ‘As to what takes place in a scientific point of view in aural work, my opinion is that in some cases there is a development in the hearing power, as well as improvement due to an increased knowledge of spoken language. In the majority of cases I think it proper to say that there is an improvement in both directions.” He regards the small class-room bell as the best means of testing the hearing power of pupils, and thinks the ordinary flexible tube superior to the audiphone as an artifi¬ cial aid, the value of the latter depending upon “the cause of deafness and condition of the auditory nerve and of the teeth.” Prof. E. H. Currier, of the New York Institution for the Deaf and Dumb, in reply to Professor Bell’s inquiries, says: ‘ ‘ The work of developing the latent hearing of such pupils as we find, upon careful examination, possess any appreciation of sound, has been car¬ ried on in this institution for nearly two years with the most gratifying as well as the most convincing results. ‘ ‘ That the hearing power is increased I will not claim, but it is certain that voice sounds are more readily recognized and interpreted after a systematic course of aural training. * * * . ‘ ‘ About 17 per cent, of our pupils have the ability to comprehend sounds to a degree sufficient to warrant the training of the auditory apparatus to perform, with instrumental aid, the functions which belong to the organ of hearing in its normal condition. ” Nineteen of the institutions for the deaf give aural instruction, and 274, or about 3J per cent, of the whole number of the deaf under instruction in the institutions of the United States, receive some training by this method. Several interesting operations for deafness by excision of the drum-head were per¬ formed by Dr. Samuel Sexton, of New York, and reported in the Medical Record of December 31, 1887. In the five reported cases in which deafness was due to various causes the results were very satisfactory, the hearing power in each case being greatly increased. It is believed that certain forms of deafness will henceforth be removable. Convention. — The Sixth Conference of Principals and Superintendents of American In¬ stitutions for the Deaf was held at the Mississippi institution, Jackson, Miss., April 14-17, 1888. The published report of the proceedings has not yet been issued, but we quote from a brief notice of the convention which appeared in the July number of the “American Annals of the Deaf.” “The attendance was the largest of any conference that has yet been held, numbering twenty-four regular and thirty-four honorary mem¬ bers, representing twenty-four States and the Dominion of Canada. Among the honor¬ ary members were several trustees and directors of institutions. ‘ 1 Mr. J. L. Noyes, superintendent of the Minnesota school, was the president of the conference, and Mr. S. T. 'Walker, superintendent of the Kansas institution, secretary. “The principal subjects of discussion, including several valuable papers, were moral and religious instruction, the acquisition of verbal language, auricular training, the re¬ lations of trustees and superintendents, and of superior and inferior officers, the im¬ portance of thoroughness in primary instruction, the legal relations of the deaf, and day schools. The session of Sunday evening was devoted to a memorial service in mem¬ ory of Thomas Hopkins Gallaudet. * * * . “The members of the conference were entertained with genuine Southern hospitality by Mr. Dobyns and his associates of the Mississippi institution, and the occasion was in all respects exceedingly pleasant both for guests and hosts.” Notes from Catalogues, Returns, etc. COLORADO. Colorado Institution for the Education of the Mute and Blind , Colorado Springs, Colo. — Instruction is given in aural development in this institution, and more time is devoted than formerly to articulation and lip-reading. CONNECTICUT. American Asylum for the Education of the Deaf and Dumb, Hartford, Conn. — A legacy of §500 was left to this school by the late Rev. W. W. Turner, the income from which is to be expended annually for prizes to the graduating class. Pupils over twelve years of age are given three hours’ daily instruction in cabinet-making, shoemaking, and tailoring. 60 ED 946 EDUCATION REPORT, 1887-88. DISTRICT OF COLUMBIA. National Deaf-Mute College , Washington, D. C. — Six young -women -were admitted to this institution during the past year, in accordance with the recent decision to admit female students for an experimental period of two years. They represent the States of Illinois, Indiana, Maryland, Nebraska, and Pennsylvania. They are under the charge of the matron of the institution, who lives with them in the president’s house, and they recite with the young men of the introductory class. INDIANA. Evansville Deaf-Mute Institute , Evansville, Ind. — At present this school is supported by municipal appropriation, and instruction is given by the manual method. It is, however, soon to become a State institution, and the ‘‘combined method” will be in¬ troduced. The older pupils are prepared for admission to the National Deaf-Mute Col¬ lege, at Washington, D. C. No provision is made for industrial training. MASSACHUSETTS. Horace Mann School for the Deaf Boston, Mass. — An act of the State Legislature of April 19, 1888, authorizes the Governor to provide for the travelling expenses of deaf children attending school. Auricular perception is cultivated to a limited extent in this institution; each teacher endeavors to train the hearing of the pupils in her class by raising the voice, at the same time directing their attention to her lips. HEW MEXICO. New Mexico School for the Deaf and Dumb, Santa Fe, N. Mex. — The manual method of instruction is wholly followed in this institution. It is hoped that the next Territorial Legislature will make appropriation for new buildings, the present quarters not being adapted to the needs of the school. No provision is made for industrial training. HEW YORK. New York Institution for the Instruction of the Deaf and Dumb, New York, N. Y. — The method followed in this school is the combined. The course of instruction goes beyond the grammar grade of public schools; mental and moral science, chemistry, astronomy, Latin, Greek, mathematics, etc., are taught. PEHHSYLVAHIA. Pennsylvania Institution for the Deaf and Dumb , Philadelphia, Pa. — There has been a change in the method of instruction in this institution during the past year; the man¬ ual and oral departments now form two separate and distinct schools under the same general management. Hitherto the method pursued has been the general instruction of all pupils by signs with special training of a part of them in articulation and lip-read¬ ing. Carpentry, shoemaking, tailoring, printing, etc., are taught. Wisconsin. Wisconsin School for the Deaf , Delavan, Wis. — A cottage has been reconstructed and fitted up as a hospital and home for the younger boys. The combined method is em¬ ployed and instruction is given in carpentry, shoemaking, printing, etc. Milwaukee Day School for the Deaf, Milwaukee, Wis. — This institution belongs to the city public school system and also receives State aid. The controlling body is the board of city school commissioners and the State superintendent sf‘ education. The method of instruction is oral. Table 89.— Summary of Statistics of Institutions for the Deaf for 1887-88. STATISTICS OF INSTITUTIONS FOR THE DEAF. 947 •.{.nuqn ul soinn •l«A JaqmnN 2,136 300 2,000 7, 440 300 6,627 18,803 2,520 8,500 250 767 1,600 500 1,200 0 § 1 to | sills r-T r-T i-T sa.m'jipuodxa SSgi! IS ! S" | S' : : 635,437 31,473 64,559 25. 150 23. 150 . 20, 090 " 164,422 24,000 16,030 12,775 45, 511 •sjdiaoaji 85,080 19, 022 4,000 419,944 176, 876 1 1 iiiii in 8“S8"8¥ IS* : 1 § . 24,000 13,050 12,775 30,286 Pupils. •uoijdoo -aojiuihouny ! a I 0 S • i b i i i i : ; : : : i o i|00| : : : •Suipuou-di'j § j | r-r I : s ,-r : § : co o o : : h h h ; i I •uoiju[noijay 54 193 37 95 733 196 1, 308 ssss Urs : 1 13 13 16 30 •moj, 54 201 37 169 1,419 101 691 2,672 ggsoggaas g gsssg •oiutua^ SgSS gg g a 1 g” 5'S' §} •aiupi <>$ £3 g rH SgSS^jga al Instructors. 'Suipuag; ■dn' put? uoipqnar j ay *3^ g M a 3 OHHrt :n :ji g ° $ § OHOT?trr)(OM s NMOOrri •8XUtri3j[ ocoiooo ®o« s 11 2 3 1 2 3 2 2 s in M CO M lO •»I«K O O O t> WON LO O t> CO LO r-i pH $ (M ^ o •suoij -njijsui jo iaqran^j; HMHN OO rt 'S a 3 1 1 1 l 1 l l o 1 1 1 1 2 Stato. jliM M i ::::::: : Hll 1 1 1 1 ::::::: : i : j i i 1 Hi i ill! ill I mi m i iiiiiiii iiiiiii] r i : i • i : • : 1 : iiiii mn : : : : : iiiii : : : : : : : : : : IIIII IrlM iiiiiiii iiiiiiii lorth Atlantic Division : Maine . Massachusetts . . . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . Total . outh Atlantic Division : Maryland . District of Columbia . . Virginia . West Virginia . North Carolina . South Carolina . Georgia . Florida . . . Total . iuth Central Division: Kentucky . . . Tennessee . Alabama . Mississippi . Louisiana . Table 89. — Summary of Statistics of Institutions for the Deaf for 1887-88 — Continued. 948 EDUCATION REPORT, 1887-88. •Xj'Bjqt'i m sarun "I°A j° aaqransj IS 6,283 II 1 3 1111 111 NCO O" » HHMH i 27,355 500 0 "*1,157 1,657 •saan?ipuadxg[ $46,300 23,570 168, 189 92,579 57, 624 105,037 58,349 49,751 38, 006 57, 002 113,319 10,000 93,500 675, 167 21,000 905 1,600 . 6,400 46,729 l •sjdtaoaji I $22,300 102, 411 ill iiiiBiii "S' §' S' S'88S'S”'S'3 553,462 21,000 905 35,000 7,300 6, 850 47, 703 l oo a Pupils. •uoi'jdao -laj .nqnaunv i m : s Ms; i ms j isa i i : = i fe °ml • i ; ; 1 •Saipsajj-di'i S S3 $ gs s $ ss is \sn ! i I “3° I i ife ! 1 i : i : •uoijtfinoijjy 3 S3 § ssa g|g is iiss i i 1 go j jioj. .11 fe 166 112 1 88 § S 8S88*S8 3,395 s •oiutaaj feS . U? § .S' ISTl^gsssg ex § r-T S' 8“2®3g 2 •9IBH C^l “1 Ba**8*^assaSBa 00 “l 1 Instructors. •SuipBag; -dii pura u 6 i^Binoxjjy o T*< N N CO *N O " i r : : fe NO j N •— 1 N i •moi 3 * o sss s a s3ss^ccs g (OHNVNtC S3 '0IBU19J w m fe wo n o lO a MOHHHN 00 O N 3 JhS o © S3 LC H •suoij -njpsui jo iaqum^j ~t n H H 1-1 3 H HHHHH © SUMMARY STATISTICS OF INSTITUTIONS FOR THE DEAF. 949 Table 90 —Statistics of Institutions for the Deaf for 1887-88, from replies to inquiries by the United Slates Bureau of Education.— Part I. 950 EDUCATION REPORT, 1887-88. II feo ft S© IS | o s i a o a © ■ °§© a so ft 5 5*3 -? c bS O o ■- pq ft ft p — o H pq ft ft ft. H J-< fH H U ft ft ft ft, ft ft 3 a ^ S « 55 T3 'O « .£ .2 ~ 0-3 fi a a . a . © C KO Hft . A< . fri . 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Yes . | Yes . | Yes . •saxpms I'Boiixiap'Boy nx o o fc £ 1C tO TO © © O O © >*><£ £i* O O 0 o o •spomapj U95 IBS J9puix A$J O O o © O O ooo oo o o >< fc £ fc J2; 0 0© •2 I l-g a 2 :s _ o do O © rj oqy -2 © 2 fi g. fa © a d-2 © « w Q ft 2 1 15 g 8 .sQ'i-’S -•afa § o 02 — — C • r1 M ^ r! ^ .H C2 r- ^ d) ^ 3 £ CD -2 t: x eg I S fct»]j?l o3 © o=3a fa! £faS a o£ ©^ 5 a t. o l.l as s| Hi; Mh „ = § ©rt O £< S t- a c=2£ .2’o- = 2fa .*£ C> !“| ©.§)§) Ill oSfa o r- -3 o CD sl*-® a 24S S SeSg S 3 -i S O S cS" 3 a I cr. o ' g- SS SS 8S8 «re w S STATISTICS OF INSTITUTIONS FOR THE DEAF. 957 o © o o o Z Z ZZ Z o o o o o Z Z ZZ Z O © 0*0 o Z {* ZZ fc ©oooo COOS C 5) O OO CO o ££££ £px £ £ oooo oo o OO o © o ££ fc zz Z>< >h o c o © oo o o © oo o ZZZ>< ZZ Z Z>< ZZ Z CO o ZZ Z o O © ><>< Z Z* Z O © 0 © « O O O © © O © O OOOO O Z pH zz>*z ZZ pH pnjz; p*z ZZZZ Z co o c do ZZ Z Ph l*Z Z!» Ph Z o o ZZ O © © O © z z i*z >< o o Z fc © O © © © ©oo© c ^ © oo © pH P* {W >4 t»ZZi» Zv pH zz >* © o © l»Z Z o o o o o o ZZ Z Z ZZ © 0)24 3-2 O sip* •“■ - © Sa85 co Z O 0 Z Z © © © © o o o © o oo pH pH Ph ^ z ZZ> © O ft S U S ,o9 £ A g.©M = |s la* °S«! C *** © - -2 c 5, W j| 3 S nil 43 ©<©-- 32 ’O c § 2 £ 2 oS -3 ft s O 0 0 o Z ZZ Z ft cS ?'?a-53h oS^ o ft O'? M © 43 o 0,0*3 g o c & £ o o ZZ ^ -S ft 3 2*£© nil 5a'2 © 3 o «s-=3 2. " — o: o O.M _ c a a o-s 'd'3 5 w _ eSd 2 ® gSC > 4® d ^g© = * S^O®' ©floe goj 2-f 43 5- OoiC-2^ -§3 £5ft g gft-sS ©oco Oft ft : ao 3 © Itf o 2 c <3 5 s® S iii d-r ■ S ^--3 S-< ° in Sft-s ® | §<£ ' iO e3 © O • S O ® ^ o '©•g® ' 2 3-2 c 3 X O-H* ©O © S 32 ftooft ©7? xS i§ cl 2 3 "s2 — rs 1! J o5 © © s-sa ©'So® ^r3 3 g o « pH «3 © © >ft o © © ^ fi.o o 22 0 a 4: X! 32 * a a 8*4! .» .5P>'? 3 3^3 0 ft .3 2 ©£^ = ■?— - |2 M ^3 0^ eS h - ©O CO H © _ a.2 ^ * ©■Sad sili O S® O X © O 1 oTho older pui)lls spend three and ono-half hours in school and four In work- b Combined method is employed, form not specified. shops. c Advanced class prepares for admission to National Pcaf-Mutc College. Table 90. — Statistics of Institutions for the Deaf , etc. — Part III. 958 EDUCATION REPORT, 1887-88. STATISTICS OF INSTITUTIONS FOR TIIE DEAF. 959 loner of Education for 18SG-87. a Number present June 1, 1S?8. Table 90. — Statistics of Institutions for the Deaf) etc. 960 EDUCATION REPORT, 1887-88. STATISTICS OF INSTITUTIONS FOR TIIE DEAF. 9G1 962 EDUCATION REPORT, 1887-88. EDUCATION OF THE BLIND. GENEEAL EEMAEK8. A Tew institutions . — The dual Institution for Colored Deaf-Mutes and Blind at Austin, Tex., began its work in the fall of 1887. Its management is wholly independent of the older institution, also located at Austin. Mr. W. H. Holland is superintendent. Building accommodations on the “cottage plan ” are provided for fifty pupils, and a hundred acres of rich land are the property of the school. A legacy of $25,000 was left for the establishment of an institution for the blind in western Pennsylvania, provided that an equal sum for the same purpose be subscribed by citizens. This amount has been raised, and owing to rapid increase in value of the property representing the original legacy the sum of $75,000 is now at the disposal of the gentlemen in charge of the funds. It is proposed to locate the school within easy reach of Pittsburg. No report has been received from the Wyoming institution, which was prepared to begin work in October, 1887. Systems. — Mr. Battles, of the Pennsylvania institution, in his report for 1887, says: “A year or more ago we commenced a series of careful, exhaustive, and unprejudiced tests relative to the comparative tangibility of line and point letters. The pupils were taken individually and their speed per minute recorded. In the first test, which was entirely in line, a large number, in fact about 25 per cent, were found unable to read at all, and of the others many read very slowly and with great difficulty. “Six months later another trial was made: in the mean time those unable to read had been placed in New York point; at this time all could read with more or less fluency either in line or point. “ The fact is the line letter has been over-developed; its very advantage of compact¬ ness having been gained at the expense of its tangibility, until now it can be taught only to the young, and even those who have learned it lose the power of distinguishing the letters when they follow any industrial pursuit. On the contrary, we have found no one unable to distinguish the point letters, and generally after but little instruction. In addition to which the ability to write as well as read a system places the blind more in equality with the sighted; their slates and stylus acting the part of pen or pencil, en¬ abling them to take notes, point their lessons, and incidentally aiding materially in an objective method of improving their spelling, in which they are commonly deficient. ‘ 1 This, in addition to the fact that but 9 per cent, are of educable age, leads us to the conclusion that it would be wisest to confine the literature of the blind entirely to point. ” Mr. Rainey, of the Texas Institution lor the Blind, advocates the establishment in •jach State of a working home and retreat for the blind of both sexes, where the intelli¬ gent could work for wages and those unable to help themselves could be properly cared for. . # At the ninth biennial meeting of instructors of the blind a committee of thirty-three was appointed to push forward the matter of establishing a college for the higher educa¬ tion of this class. The tenth biennial meeting was held at the Maryland institution during^the past summer, but the proceedings are not yet published and we are unin¬ formed" as to the results of the efforts of this committee. Notes feom Catalogues and Retuens. CALIFOENIA. Institution for the Deaf and Dumb and the Blind, Berkeley, Cal. — The course of instruc¬ tion in this institution is carried somewhat beyond the grammar grade of public schools. The New York point and Howe’s Boston raised print are used. Twenty of the thirty- one pupils receive instruction in vocal and instrumental music three hours daily. No provision for industrial training for the blind is at present made. ILLINOIS. Illinois Institution for the Education of the Blind , Jacksonville, Ill. — The Wait point sys¬ tem has been adopted in school work and musical notations. Stenography and type¬ writing are to be taught, and drill work has been introduced and is conducted by an expert drill master. MAE YL AND. Maryland School for the Blind, Baltimore, Md. — This institution is controlled by a board of directors, eighteen in number, elected annually. It is designed for the educa¬ tion of blind persons between the ages of seven and eighteen years, and those who are only partially blind are also received. The course of instruction is continued somewhat beyond the grammar grade of the public schools. Point and line systems are in use. EDUCATION OF THE BLIND. 963 Pupils are trained in tuning, chair-caning, broom and mattress making, etc. Tho es¬ tablishment of a kindergarten is recommended, and the superintendent in his printed report calls special attention to the need of a gymnasium. OHIO. Ohio Institution for the Education of the Blind , Columbus, Ohio.— This institution com¬ pleted its fiftieth year of existence in July, 1887. Five pupils were present at its opening, a number which had increased to two hundred and fifty on June 1, 1888. The course in the literary department includes kindergarten work and the regular high school course of studies. Vocal and instrumental music are taught, and considerable attention is given to instruction in tuning. Up to November 15, 1887, nine young men had been gradu¬ ated as “tuners;” of these, five arg reported as doing a “fine business,” and two are engaged in the sale of musical instruments, and find their knowledge of tuning a great help to them. Instruction is also given in broom-making, chair-caning, etc. OREGON. Oregon Institute for the Blind , Salem, Oregon. — Hitherto there has been no provision for industrial training in this school, but during the past year a beginning was made, by the introduction of broom-making, and the superintendent hopes to enlarge this de¬ partment in the future, as means become available. PENNSYLVANIA. Pennsylvania Institution for the Instruction of the Blind, Philadelphia, Pa. — An act was passed by the last State Legislature, extending to twelve years the time during which pupils may be maintained at this institution at State expense. Heretofore no pupil has been received under ten years of age, but the recent law makes the length of residence practically unrestricted, and children are now admitted at five years of age. The princi¬ pal, in his report for 1887 to the board of managers, calls attention to the overcrowded condition of the school-rooms and dormitories, making it impossible to separate properly the sexes and pupils of different ages. VIRGINIA. Virginia Institution for the Education of the Deaf and Dumb and of the Blind , Staunton, Va. — The board of directors constituting the controlling body, formerly seven in num¬ ber, now consists of nine members. Three were appointed for one year, three for two years, and three for three years, thus constituting a continuing board, of which three are appointed each year for a period of three years. The principal expresses the opinion that this change ‘ ‘ will be found advantageous in giving more of a settled character to the policy of the institution.” Table 91. — Summary of Statistics of Institutions for the Blind for 1887-88. 964 EDUCATION KEPOET, 1887-88. •Xmiqiq; m soumioA jo aoqranx 9,248 3,050 4,500 16,798 1,432 200 250 200 1,200 0 8 CO 1 1,700 500 700 700 400 2,514 6,514 •soinjipuadxg; $56, 919 146,771 152,858 356,518 1 31,928 1 38,970 17,070 13,575 101,543 27,004 16,000 28, 180 10,756 6,000 63,500 18,699 170, 139 •sjdtaoaji $51,875 151,464 152, 858 356, 197 33,306 35,123 25,800 £7, 000 CO 8 CC O (M 28, 766 17, 500 7,820 6,000 35, 160 13, 548 108,794 Pupils. •SuiunjQ uj 15 65 25 105 OOtXO «5«D O CO C<1 i© | 8 12 © »H kfO © kO C<1 N CO Cl g Q ’Tfi O ^ O 1C O OIOCOOONC5 IO O CO S oS © kO 'oiT3tua.il 95 ID 1 66 99 1 H Cl CO O O ICCIH^ ^ . o' F- 0 _ 1 S' 1 S _ •01T3K CO 01 O Ol CO ^ w'klO r-i Tj< CO Ol Tf< kO wg CO ^ CO ^ ri 0 3 CT^tr-lr-l ■"* M - wx 8 & S3 8 CD 00 ■*< O ^ 00 p-i % © r- co co © 0 0 r-i H H § '0[BUIO^[ 11 21 13 ! 10 N}< ^MNDHMO O ©OrHCO-* » rH MSUOl} -n'njsuj jo ' aaqranjsL H N H NHHHHH H CO | HHHHH N rl 00 State. North Atlantic Division : Massachusetts . New York . Pennsylvania . Total . South Atlantic Division : Maryland . . Virginia . . West Virginia . North Carolina . 5 j > ft : c > « 1C Florida . Total.. . South Central Division : Kentucky . Tennessee . Alabama . I^ouisiana .. . . . Texas . Arkansas . Total . EDUCATION OF THE BLIND. 9 65 8SSS8 18886 K ' .-f -T rl' cf :3 I | . ■ ◄ >. 2 • ^ © * * m § 5050 2 ® S to ft ft 3 Si °a a S * b © a ©^cc 5? K. a . © £ o >> > O 0 25 O 0.0 o 2 0 S >» . r »-« o S_ ft ^ a >. 2 o © o <3 :aci © a o £ £ £ o s o 23 5.2S O 82 O PQ pq 2s £ o o 'd 2* a o o 0 B B US * d © C M pq o^i Co 5 «!! ► a© 0 2*5 i-lO . a a O 15 >»>. in eo O © .2 23 3 S >-c O Eh PQ ■“5 ■h a'-' 0 S .2 8 H a a © © t>> >» t> M !> cc 00 00 <2 5 >» a s 23 a ll s Ja j .02 a I ® •S.2 w a .2 a . •202 S'® •'.g.s JSiSS Eh ® 5 . s Hi Cj O — 15 .!£( a OD S >> a C2 £ o ® © a . — a u » > S 5 §.5 ab>‘= EDUCATION OF THE BLIND. 967 o r? WrC O 60 O pq pq rjfl 31 s°5« O bo PQ pq i a 3 o c; . ©S 'O a N PQ o *2 » is m 3 o o *■> W H m a -H © © ft ft a a m m cd Pw oj _ J. d d ,3 . a g <4 S la K gj" d S •o a S.2 C5 ^ 55 a o 56 o 8 o S > a . © o«a0 O O ft . o © bi) H ftC 5 «w’^3 > 'll 3 O m O S©8 ©a^ S^l .© obP H ra S*3 3 3 § M Ij Q ©«ai > a . oSa O 3 3 © © >» >> «a . © © TS-a ©rrt 03 33 « © 3 a © S3 cn ft 03 g <_, m bo£ o®a^ 'SS.0 5 3 3 ■a fla? ^ 3 a CQ pq PQ © ^ H O “3 3 .3 3 o+> O pq pq 'd a §.2 O 03 pq o d a 3 O O ■*» pq ° a d J2 H CD 3 •r1 O > pq O O rH 1C «0 IQ t- OD 00 00 00 eo CO fe s Hr* © © <2a;© 6 apq m ® 02 a ** ■2S--3^ W «S-©;a S gpq^pq o © o %c 53 © o m a o a o ,a "502 1 1§- S'© CD M stl 2 a .2 " o a Sa 03 2 ® as awa5aw S S S © .M s-a a qs aM 3§^ o ® ©a: ^■©fxpq aa o a a a 5,0 3 a ©as .3 a a © ©5 ©pq fc £ o ^ oa © £ & o ® _J 3 ■« h 5w-'d o !q gain s5.2f > otH©a 3 fc o 3T3 o a t03J ©pq O 3 © .3 3 ‘ai3 J§ 9. 2 © 1=1 m a 3 fi-2.fi Jl jS-gfl 2^'© .55 s 'C 2^,' ©.a . a „ :PP^ s «pq ipq S H aJ t© 3 a o-» — o,3 pq-2^ If 5 3 ■So 3 ’So a. 3 5 a .a 3 a^*3 «pq H.qpq ©Q; H l> £ ; 3 '©■g=w' 4 § a a § 03 TO s is, Mo. rgan St.), a City, >5 4 d 6 o 02 a o 60 © 3 Pm .3 "ft d cd 68 .a a a © H cf i£ 3 ■«5 a 9 3 ;© a o o 3 a ^§|-§ .s" 3 o .68 ‘© 3 rO | o a © »d 3 a CD u 3 c© "> 3 3 Pm h) 02 K "3 pq M o o 02 S o 1 From Report of the Commissioner of Education for 1886-87. a Presidents of-Maryland School for Blind and Maryland School for Deaf. Table 92. — Statistics of Institutions for the Blind, etc. — Part II. 968 EDUCATION REPOET, 1887-88. EDUCATION OF THE BLIND. 969 ics of Institutions for the Blind , etc. — PART III. 970 EDUCATION REPORT, 1887-88. 8' | Pupils. •SaranjQ uj % :n :oo :eo : oo co : : co :}»©»-< :©©£jg»ow rwo ° i00-'*0'-1 ::::::: : : : •oisnpj; lujuaui -n.i^suj hi % gg§s° j§ jgsss j s issias : : : : •9JUJIU0 1«ooa ui‘ 8 £§83° jg j|SS j gS§00S8S°S§o$M§!3 S isgsg : : : : •u9j:tbS -TQpurg; ui °3oo° | ! ;g°g j |g°^o^° ° jg°os : : : : : : : •9IBUI9^; § ssss^ssssss*' § s§ & gsss p o’ 2? •9IBH § Instructors. •ojenK 3 HNHHO |tJ( jcONlM 1 KHNMMHMN!OD.^OSHOH iH 'XMNCl : : : : •aiera©^ 8 HOHMOMOOOObOf iHia^MU^WMOONMH O :®»NlO ! i •9IBK ! § 2 4 2 0 1 5 3 13 4 0 4 2 2 2 9 3 2 0 3 1 3 3 4 6 1 10 3 1 1 3 5 2 1 •Smuado jo JU9A | Wi 1866 1859 1860 1874 1885 1852 1849 1847 1853 1867 1842 1871 1853 1872 1832 1881 1866 1849 1851 1875 1868 1831 1853 1837 1873 1833 1849 1844 1887 1858 1839 1870 1850 * From tlic Report of the Commissioner of Education for 1886-87. a Number present September 30, 1887. 6 Number present June 1, 1888. Table 92. — Statistics of Institutions for the Blind , etc. — Part IV. 971 EDUCATION OF TIIE BLIND. ti { 1 aa I |1 I -a « 972 EDUCATION REPORT, 1887-88. EDUCATION OF THE FEEBLE-MINDED. GENERAL REMARKS. A private school, opened at Millville, N. J., in September, 1887, was on March 1, 1888, removed to Vineland, and is now known as “The New Jersey Home for the Education and Care ’of Feeble-minded Children.” It is controlled by a board of directors, with Rev. S. O. Garrison as superintendent. The institution has the cottage system. Mainly through the efforts of Mr. Garrison, a law was enacted by the Legislature of New Jersey in March, 1888, providing for the establishment of a “home for the care and training of feeble-minded women.” Vineland was selected for its location, and Mr. Garrison appointed superintendent. It is now open for the reception of patients, and is similar in character to the institution at Newark, N. Y. A school was in April last organized in the “ Brunswick Home, ” at Amity ville, N. Y. This “home” is for the reception of “idiotic, epileptic, paralytic, nervous, and feeble¬ minded persons of both sexes,” and patients are received who have been rejected by all other institutions. It is constructed on the cottage plan. The school is designed for the instruction of those patients who possess sufficient capacity to learn. Special atten¬ tion is given to instruction in singing, and the drawing class is free to all. Mrs. E. M. Seguin, widow of the late Dr. E. C. Seguin, has successfully carried on in New York, a private school for the feeble-minded, which was established by Dr. Seguin in 1878. It appears this year for the first time, in our Reports. A new building is now in course of construction at the Nebraska Institution, which will increase the capacity of that institution to one hundred and thirty. Seventy-three were present on June 1, 1888. It is hoped that the next State Legislature will make appropriation for an industrial department. The Kansas State Asylum for Idiotic and Feeble-minded Youth was transferred in March, 1887, from Lawrence to Winfield. “The board of trustees have resolved to enlarge the scope of the institution, and render it an asylum in fact as well as a school, making provision for the cases of profound idiocy.” Dr. A. C. Rogers, the superintendent of the Minnesota school for feeble-minded, at Faribault, says: “We have developed what we know as the ‘ coordinate ’ system ot training * * * viz : The ‘ dovetailing ’ of school-room and manual training occu¬ pations. We think that the pupils do letter in the school-rooms under this system, be¬ sides developing decided ability for industrial pursuits.” Table 93. — Summary of Statistics of Institutions for the Feeble- Minded for 1887-88. EDUCATION OF THE FEEBLE-MINDED. 973 Expendi¬ tures. $42,003 193, 333 119, 137 CO 53 4, 100 4,100 33,200 33,200 o oo : o in »n N'3o •fj'iio o co o : ci o m co oo of : of of o co CO Cl : o jwlOCOH 516, 652 Instructors. Pupils. •oisnjV[ 21 38 21 3 S3 N iisci : co : : -h ; cl co :»-t : : «* : • • • 294 *uavl1s^J3PuI3[ H Tf< OH CO W W NO 160 O CO O o iciooN :w : : co co ci : rH : in T*»°X ^ o ^ H N N COO N H b O } 1,782 o rH o 166 o o HOCC5NOHO SSS^SIo00^ Cl cf • •aXBcaa.i CO rj rH O rH in in m o' CO ^ (01) 1 S (991) | (166) in oo in o in co o 1 CO ^ 2h w ° s o o s *oi«I « s ccih o (M Cl CO CiClTf s Ts ^ -S O ~ b* Z.o p o CD a 'o 5.2 So © .3 ® 2 fl a8 5oIhIIIj2i3 5 3 o Eh Table 93.— Summary of Statistics of Institutions for the Feeble-Minded for 1887-88 — Continued. 974 EDUCATION REPORT, 1887-88, I Table 94. — Statistics of Institutions for the Feeble-Minded for 1887-88; from Replies to Inquiries by the United States Bureau of Education. — Paet L EDUCATION OF THE FEEBLE-MINDED. 975 £ . 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I M B d ^ 5 ■■ £i-h © ◄ ^ . o >h2 iz° « « « © sfe 03-0 , 11“ ISs | .sS5«o; ~ 2 S c c’e c * 43 O 0 43 O 43 fc fc ><£>* 43 43 O : cc : \>* trl > Yes.. Yes.. No .. Yes.. Yes- Yes.. . ; Yes- Yes.. ^ - 1 a i m cn * do w cr ! 5T i go : T 1 CD : 05 So 43*0 0 L _ O 43 43 >< fc >< 43 O O ><£iz; O O : 43 r" r* |r* ft "o ® o 0 fts U 33 5 3 c - Be* 03 03 03 43 O 43 4) 4) O O 0 0 ft ftft - - - eS a c8 o o o kss o o ftft e a ® II 33 h a s a 43 43 43 ftftft a a a o o © O 43 O O ft a a * a 3 3 3 3 020202 02 3 3^ ftft' 3)5 ftMpq gw a 0> s ft-' 2 s?g o&o iss >2sK »o5 ° ’S'2-g'H a a g a o o a o wm n 43 O r. in O O ftft 5 3 o o a a a 43 o © ftftft a a 3 © © © sas *E‘E 'C © © © ftfta 3 3 3 02 02 02 cc o! £ o 43 0 © © *» o o o ftftft u u a a a coo «sn © © 43 ftft p, m .5.2 a ® 020! Ph aim „ „ ©ft © ©ft a “S4 M g 03 h. gcW I © 43 ft£;2 S^a ft ft : : a M s.s3 ^ CD S _o © ® ft beg 0<^ a is o. P5 jo o15: biij Sj* a a © g2* a£g O" © 1 I a ft b< — ft -ft ft -ft _• . © O aft ,3^ ^_© S S® 43 3 © ■- m ft ft © ali! Is le'ss 2:1 ©ft 2-2 £d 2ft©a ft 2 ®S*3 §'| S ft -e ft ^3 ft 3 3 rg O *» •s (2®*o «2S 43O o -Sftft ^ S rH S ® c 3ftl o- >-^2 ft © ft © ftfe © O Q§ ■ft ft a^ e © ©J5 2 a- — _J «2 >»^ft- „ ft = 0 o ft 0§*^-3 § ft ft ft ft 02 s «5|sK-o® 03-3 *© SaSft - ©ft a e®a£c=a>^^ 8 M W fe K?h K g ft :ft" 111 i iS © : ^© 2ft ’S © ©ft ©ftft fe e« ©S o ftftft Sll o'? o ® 3 ofeft 02 <2 .2 1§1 a 2ft © "3 73 S«2ft O d s ^ I ft 3 2 S ^ ft © © S’3 a 0.2 | ssa 5ft © ©Si © o fc f O a-2 5 If -2 5 2 Jd£^C t. ft ft © o ©-H U Cftft i ©i j*6 1 ::1 15^ : o 1° S a® 2^ o 2 i® S© i« 3 © a . so a <*£s 1-2 *2 30 S Pq ft-ft a_ 0 j— © &•§ ^-=5 ©ft ©^ i-l C4CO ftiwo TABLE 94. — Statistics of Institutions for the Feeble-Minded for 1887-88; from Replies to Inquiries by the United States Bureau of Education. — Pabt III. EDUCATION OF THE FEEBLE-MINDED. 977 •X.«uqxri ui sonin ioa jo jaqum>j © 0 250 200 8 IS 000*1 Expenditures. •sasod-rad jaqio QC « JO s 40,500 20,860 22,000 76,656 25,000 1,500 & Cl Cl : >ot- : S3 j 21,000 64,423 106, 994 73,016 •99UBIBS *» « 1810,591 22,000 7,500 20,000 5, 187 7.500 2,000 1.500 CO c95, 078 38,000 i 000*08 000 ‘09 Til ‘961 000*08 Pupils. i *oxsnj\[ ■ e> n oo io :oo : : j e© t-~ ho « : :» rn com : t— i : : : ,h co : : S3 i N ; •na^iBSaapxn^g; 2 ^IOM 12 0 0 2 00 OO ONOOO : co^co : : : OlO O I> CO rH O ^ r-i NCO^ _ "2 _ P _ . £ •91 BK « — £ S «o M r-i (6( 131 30 117 43 19 (2 4 252 509 (a( Instructors. | •axatasa ac r M CO O'. SHN lO N HW NO C1-HC0C1 pH r-l 1© OS-HpH rH NH b rH HOH j j !— 1 N © o 2 : •Sax -uodo ;o Jinoi 16 1885 1858 1865 1879 1877 1881 1860 1886 1 1882 1848 1870 1848 1884 1879 3887 1888 1888 ! 1878 1878 1851 1857 1853 Name, • California Home for the Care and Training of Feeble-Minded Children. Illinois Asylum for Feeble-Minded Children... Indiana School for Feeble-Minded Youth . Iowa Institution for Feeble-Minded Children... Kansas State Asylum for Idiotic and Imbecile Youth. Kentucky Institution for the Education and Training of Feeble-Minded Children. Font II ill Private Institution for Feeblo-Mindod Children. Home School for Nervous and Delicate Children Private Institution for the Education of Feeble- Minded Youth. TTillabln School... . . . . Massachusetts School for the Feeble-Minded... Wilbur Home and School for the Feeble-Minded Minnesota School for Feeble-Minded . Nebraska Institution for Feeble-Minded Youth- Now Jersey Home for the Education and Care of Feeble-Minded Children. New York State Custodial Asylum for Feeble- Minded Women. Seguin Physiological School for Feeble- Minded Children. New York State Asylum for Tdiots . Ohio Institution for Feeble-Minded Youth . Pennsylvania Training School for Feeble- Minded Children. Post-Office Address. * i i O i <£ C 5 < 1 1 1 3 I OO H 1 :i : 1 2 = s s s .. •» JHgs - t b 5 3 O O 2 «2 ► — a >. 2 3 c S „ Is 5 5 Si 2 a : a £ vl s ? 5 J f "f m : • : : . • : S • '• • r* . : ^ o a : : b : D ‘ - ^ Y* .t: ® > s ?g&1SI.S S&Q C Syracuse, N. Y . Columbus, Ohio . Elwyn, Pa . S3 32J2S £ S S 62 ED a Number present June 1, 1888. 6 Of these eight inmates only four are feeble-minded. clncludes appropriation for deaf and blind. 973 EDUCATION REPORT, 1887-8$. REFORM SCHOOLS. Notes feom Catalogues and Returns. COLOBADO. State Industrial School , Golden, Colo. — Thirty-five acres of tillable land were added to this institution during the past year and a girls’ department established. The inmates are divided into five lamilies, according to size and age, the girls forming one family. CONNECTICUT. Connecticut State Reform School, Meriden, Conn. — This. school is now conducted on the cottage system. In his report for the year ending June 30, 1888, the superintendent, speaking of the improvement evident in the institution, says: “This most desirable change could never have been accomplished without the adoption of the cottage plan, a plan which was new to Connecticut, but was no experiment with your superintendent, for a practical experience of twenty years previous to entering the Connecticut school had demonstrated its utility, correctness, and practicability as the best system for re¬ formatory purposes. * * * Universal satisfaction now exists with the system wherever it has been tiled.” LOUISIANA. Boys1 House of Refuge, New Orleans, La. — The reformatory work of this institution is much impeded by the failure of the State Legislature to enact a law regulating the length of term of commitments. It is supported by municipal appropriation and funds fi’om other sources, the State having made no provision for its maintenance. The in¬ stitution has a well-equipped shoe factory, the revenue from which pays the employes engaged to instruct the boys. MASSACHUSETTS. Plummer Farm School , Salem, Mass.— A carpenter shop has been added at this institu¬ tion, and boys are taught the use of tools, cane-seating, gardening, etc. The cottage sys¬ tem is followed. Lyman School for Boys, Westborough, Mass. — The school is made up of five families or cottages, each cottage having from twenty-five to thirty occupants. Classification is based on degree of “hardness,” age, and state of advancement in school work. Car¬ pentry and cane-seating are taught, and provision is made for eight boys in the printing office. MICHIGAN. State Industrial Home for Girls , Adrian, Mich. — By a change of regulations girls under ten years of age are not now sent to this institution. Inmates are classified as far as possible according to moral fitness and are promoted to higher grades as improvement is shown. NEW JERSEY. Hew Jersey State Reform School, Jamesburg, N. J. — The law has been so amended that boys under sixteen years of age are committed to this institution for all crimes except murder. The superintendent urges the establishment of a reformatory for delinquents between the ages of sixteen and twenty -five, for whom this school does not provide, and who are now sent to jails and the State prisons. NEW YOEK. Hew York State Reformatory, Elmira, N. Y. — By recent action of the State Legislature prohibiting the employment of inmates of prisons at productive industries, the work¬ shops of this institution are closed. “For exercise ” the inmates have been formed into companies, and regular military drill and training introduced. Hew York Juvenile Asylum, Randall's Island, N. Y. — Children, male and female, be¬ tween the ages of seven and fourteen, are committed to this institution, and many are also voluntarily placed here for training by parents and guardians. The institution is conducted on the congregate system, but inmates are classified according to age, charac¬ ter, and ability. Carpentry, shoemaking, tailoring, farming, etc., are taught. OHIO. Cincinnati House of Refuge, Cincinnati, Ohio. — Measures are being taken for the intro¬ duction of an “industrial training school” into this institution. REFORM SCHOOLS. 979 PENNSYLVANIA. House of Refuge, Philadelphia, Pa. — The boys of this institution are to be removed to the country; the site ’for the erection of necessary buildings on the cottage plan is al¬ ready purchased, and $300,000 in hand for that purpose. RHODE ISLAND. Lockaiiossct School for Boys, Howard, R. I. — By the provision of a separate workshop the younger boys are entirely isolated from the older at all times. The classification of inmates is based altogether on age. Printing, tailoring, etc., are taught. WISCONSIN. Wisconsin Industrial School for Girls and Young Boys , Milwaukee, Wis. — The last State Legislature imposed on this institution a penal character not contemplated by its found¬ ers, as set forth iu the act of incorporation. The inmates are classified into four fami¬ lies, the classification based on moral character and age, and the school-rooms are graded after the plan of the public school, Table 95. — Summary of Statistics of Reform, Schools for 1887-88. 980 •AaBiq -xq; ui sauiii -I°A jo aaqran^i 1,769 COO 8, 230 1,200 2,000 15,771 100 1,500 31,179 800 500 008 ‘I 001 100 2,313 800 4,370 700 900 Expendi¬ tures. $25,000 6, 000 15,848 116,458 27,000 101, 112 435,655 28,582 132,068 CO c* i> 00 co 97,612 68, 100 s s of s cf 136, 492 29, 991 135,325 63, 539 43,654 Beceipts. $24,000 20,000 16, 637 159, 129 45,000 101, 112 475,923 35, 864 301,015 1,178,680 9X1 ‘89 000 ‘89 O 1 CO 1 : .:w ’1*10.1 00 00 rH O !> O CO 1C HHH O COO CO lO ^ o I> of 858 221 05 o! 82 253 i 1,745 822 104 1,239 360 309 111 •aiucua^ OOIO lOOJ O -* U5 cT II °°— 1 1C (M CO O* I 1 1 rH L®» . 1 CO | io 1 1,317 642 -h5So 05 1^ 00 t> r-( C5 1C 1C Ol || Tj< HHH iH II •epstna^ eo co H -^00 00 N h CO ^ *H o II * rH i— 1 H N H O rH rH iH J HHH W(MH •suoi}nj -I'jsui jo .iaqainx i i i 12 1 i 1 7 3 2 Oi > a "5 > : s 3 j§ ’> • 5 i 3 in ce a h? ID flj - 1 sS 3 oS "a i e3^'S -s §-s i ; 3 'S : a a 1.2 ; c « §® O g S * * Jo 9 ° tio fc % c 0 © Ph c e- ; *s| ssa © ->.£ 1 1 1 ' 0.2 i - ~c •a c Mieli Wise. Minn Iowa 3 O m 3 O 02 o & STATISTICS OF REFORM SCHOOLS. 981 Table 9G. — Statistics of Reform Schools for 1887-88; from Replies to Inquiries by the United States Bureau of Education.— Part I. 982 EDUCATION REPORT, 1887-88. STATISTICS OF REFORM SCHOOLS. 989 Table 96. — Statistics of Reform, Schools for 1887-88; from Replies to Inquiries by the United States Bureau of Education. — Part II. 984 - to 3 a 2 d C C .2 3 o o c3 o >> fcO >» © •aononj^sni jo ejnojjjo aaqraax •ma; -SAg aSu^oo bbh c © © © o © S >* o o 4) O O O U © o o o o © o © o •oisnpi ui CO CO CO CD O O : : : 3-4 oj m i i © i-: : cn • :Q) • : : : * J J J • • • m* CD CO CD : CO 50 V U U u : « iJ *3 as : : . : m : : : : :jO : . o © © , ©, © « cjo o d H •OOfcfiOOO U ^ o ri n !■! : ® 2 : © o o © • . o © : : o i : il o : 3 'S’H'H’S 3 os 3 3 O O O o KMM» 4Soooooo© 3 *3 -a -3 -3 -c T3 " O © 'S £ 3 © o > SO o 2 "! **; » * ® © © O X"© ® ® O ot 3 3 o o -j-3 - u d d o o CSCSCfl © © © © © © a c a a a a ®S “ *E 'E 'E 'E 'E 'E «l)OS#«l 2. 2, a a a a SS333S ooxxcgxcq X « sac © © © fOT3'T3 (3 33 _ ^ .2 ® © © .£.2.2.2 ’E ‘E'E'S © © © © aaaa, s 3 3 3 CCCGXX aX ;C33BC3CS93 ©© :©©©©©©©©©© T! : ’C rO 'G T3 '3 'O 'G *>3 "3 'O aa :=aeeaacaaa _^^-^©©o©©_©©©©© .a .a © .= ]g .2 . 2 3 .£ .2 .3 .5 .2 ’E 'E " ’E "E 'E 'E 'E ’E ‘E ‘E 'E 'E ©©■3©«©©«®©®®o 0. a© aaaaaaaaaa. 33 *<3333333333 GOXP-iCOOOGQCOXCeCGXXa; a a V © II a a "E ‘E c © ar 3 3 cox a a a a a © © © © © '©'O’O'© -33 a a a a a 22S2 3 .2.2 .2 £ 3 b ‘E ‘E ‘E *E © © © © © © a aaaa a g i *i | :S 2“ © s- : m I %% Q ^H© ejs 3^ o«i Or 9 . d — |fln go 2 d SS.a © axa axB o-a o 2 a X3 . *6«g J20& o Er c ■" : Z d 5 5a ».« 2 o’ : g to • P l^2la^d >^r oj a S' ,®Ph d^-< 03 3* o . o • :xiro ^2 © 3 a co ® 3 r3 3 o d-o«a 5 3 " 3-25 "gld MOQOQ .2 ? 25 «21 o>£ o Is |a — *3 M O co.O !|||i ' ® a1^1 R« (§ * o o o v3 o ^ ® oS cox^ 5 © o OJ^ a® ^ rd ir A3'“'p3'«'-. aag®S*5a; J* o d'C d d © 2 ;X a a - s-g-s a «h O c *2 t ® o-s "§ d£ . "3 S SH • r— < ^ , 121^111 6*l.. as^a2i§sS|^" ® ©i2 ® ® © S © t 2 \/,2 ol2|®3s3il.tis5?. HNMTffl© STATISTICS OF REFORM SCHOOLS. 935 S'S'C ob? S|S «.h- lal O M 8 *C2 0*C3 ^ #0D „CJ W ^ a "5 a 9 o o '^■^coo -eo uMrt ri ■* i© :o iciaeow »oio 5 0 © o © v © ^Z'p'Z't** z t* 0) O o o >** 03 M • « ^ — U C O * 55 : ► .: t* M * o *« o & : ec ® u O ® 6fiS :«jac« OS cs : .Si? a fe.2 C c • ® ® o3 P ® CS S J 3 3 3 a C T) fa Vi © O fa c a u — s bc*» o ©jo's! » o § -o-o'-'p’O-S^'O « L h O ^ m— • w *n . d eg ^ c8 «5 &0?c3 >> OO^OOO'fiO.'S WWroWWt-l WO £.: v ©fa sp ss § Ss a a3 «2 V-Vh o o o 'd T3 'd fa fa fa a da o o o w WW *> 2 • no ® ^2 : 2 : S ~ ® v I S’ M® 8 2 ISS^S i a a«« a ® «*M <4—1 0 «H«H Q © o §oo i? -d -3 *d -o 'd X) ac fa fa fa X fa fa 3 a <3 eg g ei 3 fa © O O =S c o BSHM WW c c a s a \ o o © © © • -Odd’d'd • DflBSti : ■SPSS'S CCS cs © t: 'c -n ”C s © © © © © s aaaa a © 533S3.X ccooccwccW cess © © © 2 'B'CTlb CCfiJc sis* a-g SSS©S ft ft A e s s s 3 ©•" soaoccO C S fl © © © -0-3-13 S C C -S-S-Se CCS© •fa fa fa 2 © © © « ft a a © 3 33 3 * 02 02 0Q A s c s c a © © © © © 'd’d-d-d'd ccccc g i) ^ .5 .£ .£ .g J-H ^ O V O O GJ a a a a a 33333 CCCOCOO!^ C S C © © © -d-d 'd c s s ,2.2 .2 c a a '2 'S 'S © © © aft ft 3 3 3 coco m fa .2 c «g-3 ca SrieiisS ; e sft.o« :•§•§» g*§ d •-& »-s >-» >— 1 05 S-M i».2 -’B s >. goli »^Iw W. OWcoN ©^ 2 a® S, w faS sc C aS © O oo-pa :15 3»^ ©J|b *2WWW W II 1:5© ©w 1 3 12 B.2 S-3-iBS HW Sq o^® 1 ^ M a if J|£ *? : 0 o<2 o . o o © o 2 .:'gsg«’§ M 'COCC ©02 |?SS“S ~ X m ® >> as cW 3 3 © 3 o'S'O'3 £« llll^l a ,0 >. : o fa fl *5 ill :C«i2 ®M s © |35« t§£ Sf ^•rnl s5a-a §3 s © c t* P > fa p ©33© : 'ft s ©■ a ©5 w S§ O © So ft ^ © -g ft © ® m P « fi •S®!^ *8 fill 1 Ills 1 O O 0.9 C a>< a 1 © ©^ © .2 fcfcaafc O o J „ - - © #0® Mg : s : s : o :>* I'd : C : e : ® ■iO a% W © - o ? J3 *g oSW §3^ 5 2 s^® _2 ® «W a 'd 'd > v, $ - - 2 2 s ® ® s ® m 1 : >.s 3 ^ '©a 02 -S a 2 fa 3 •a-® © O ® 3 gs. ©r»r 0P5WBW ^ asssss j§ Table 9G. — Statistics of Reform Schools for 1887-88 ; from Replies to Inquiries by the United States Bureau of Education . — Part III. 986 EDUCATION REPORT, 1887-88. •Ajeiqpi hi eatanpA jaqmn]^ § 12,000 750 2,000 500 800 180 100 1,709 800 0 1, 200 l’iiob ffi 1,000 739 700 1,500 100 Expenditui’es. ■sosodinj aaqio 5 n§i ii M § ! it § i inn i in ii gss“s is M s j °'s s $ j | p” y S5« {" •soubibs s mi ii 1 i § ! §i g § !i \m mm ■^©eci-T : od* : : -T : eo © © ia :dT : t> im' : i>c ! i 1 i M : r ^ Ml : *oj9 ‘sguipiing % §151 i§ i i i i !i 2 s la Is 1 i 1 is s»gg 1“ ii »! !" s - I" is M ! i : : : ! : 1 1 i 5 i : in Receipts. •S09.ii uoijmj, 8 Isis i i i i i i n ° § l llii i ii°i jss“ n n i I s- ” i n ~ n * !!] : : •S9IIBIOp9U9a JOJ l Niii H M H ° iiilSiiir i Mil ii ii ii i H i i i Ml m m •snoijBudoiddY § iiil it i i i i ii i 1 ii ill ifjt |SS| jtf Sfj 8 | S&* g 8* [S \*« 1**3 Ii! : : Pupils. •oxsupi § *m% js j : : ’ s I Ii § 3§°g| |° [s : : : : M •uojiBSiopiirg; ©coo :© © j © j ©o © o o © o © © o joaooo •9X'BUI9^; -5 g |°|s ig \ ° jo o o-gog j I ] j < 1 1 : i !{? 11 : •9IBK | { 1 j 1| g§ | giisogssg^gs ! ! ; Instruc¬ tors. •9XBIH9^; £ MOXOOM N00 eo • j CO Nr-4 lOOCOrH •9IBH * «K5 rH : NN hh n onnno : co : •©© • : ! ! i M II •SuragcTo ^bji^ jo IB92L nils! II if II I IIIIIIII1II1I Name. Industrial School . . . State Industrial School . State Reform School . . . . . Reform School . Illinois Industrial School for Olirls* . Indiana Reformatory Institution for Women and Girls. Indiana Reform School for Boys . Iowa Industrial School, Girls’ Depart¬ ment. * State Roform School . . . . . House of the Good Shepherd . Boys’ House of Refuge . State Reform School . St. Mary’s Industrial School . House of Reformation for Colored Boys.. House of Reformation . Marcella Street Home . . . . Truant School . . . . State Industrial School for Girls . . Lawrence Industrial School . Lowell Reform School . City Truant School . . Cambridge Truant School... . . . . State Primary School . Plummer Farm School . . . Lyman Sohool for Boys..., . . . Worcester Truant School . . . . Post-Office Address. * San Francisco, Cal . . Golden, Colo . Meriden, Conn . Washington, I). C . South Evanston, Ill...,,. Indianapolis, Ind......... Plainfield, Ind . . Ml MiiiH!!iiil i 1 1 Hi m 1 f*1 pit 1 =i f Mil'll i 1 flUlflillll Il|l! i &ishT6massi&& Ml M 111 111 *,« ©O 33 3 STATISTICS OF REFORM SCHOOLS. 987 IS I 111! i MSS i is i SSI3 iSSS ! i I ^ : ef rf i • « V ; * ; ; j isii ! ***$ ! I !| i i 15 I t : I 86 8 , I sfsf gf i s : S i | ISli i 183 oo : : o'egeoig u> -no : r-lTf( ":3 S :h 5 Tim ms i g§ i ini mug i ii i liiiiimi g ii i TT¥ i i i III III nil i ii i jiiii in* s liiir i=2 |i|f jl I Will? 1!1S! , .. - ~ystr,i» i ii 1 ! s i iiiiijsj !| | Jx^ !* a.ix a^;-1 5*0 § c g£ ££ £ ^^■aSgi'ggsl s§#S & £ •I liil jilftf HttUilillill I i HU , oou "Florida . 9 3,500 IK QAA Georgia . 2 O 3 u 90 Ol iiq Mississippi . . . 3 14 907 -Liy ID, o\pJ ©6,000 AA AAA Missouri . 4 7 Zuj 1 Oft oOO 1 9A North Carolina . . . 5 20 OD 254 110 400 DO, Uw 31,750 South Carolina . . . . . . 4 23 70 661 55, 000 Tennessee . 3 32 447 172 70,000 Texas . x 3 140 26 QA 9^0 Virginia . 2 48 556 185 AAA AAA West Virginia . . . 1 7 28 165 2 858 OUU, UvU AA AAA Total . . . 30 229 2,581 OU, ULV 1 994 1 QA -l , Hi, LOU a This column contains the number distinctively returned as in the “ teachers’ training class.” The following column contains the number returned as in “ department below academic grade,” 992 EDUCATION REPORT, 1887-88. Table 100. — Statistics of Schools for Normal , Secondary , and 'Collegiate Education of the Colored Race, etc.— Continued. State. Secondary Schools. Number. Instructors. Students. Value of Prop¬ erty. Secondary. Below Academic Grade. 2 21 66 498 $119, 400 1 13 30 350 75,000 3 19 101 345 40,700 1 8 225 202 2,500 1 7 48 622 13,500 1 2 72 173 60, 100 4 26 364 298 143, 665 2 10 • 311 95,000 15 106 1,217 2,488 549,865 Alabama . Florida . ... North Carolina Pennsylvania... South Carolina. Tennessee . . Texas . . Virginia . . Total . State. Alabama . . Arkansas . . . . District of Columbia. Georgia . Kentucky . . Louisiana . Mississippi . North Carolina . . South Carolina . Tennessee . Total . Colleges of Arts and Sciences. Number. Instructors. Students. Value of Prop¬ erty. Classical. Scientific. Normal. Other. 1 8 9 3 60 50 $25,000 1 5 13 1 ‘ 179 20,000 1 17 29 0 205 .. . 503,000 1 11 6 56 25 177,000 1 10 2 22 351 100,000 4 51 29 11 90 1,074 251,550 1 9 2 343 70,000 2 24 78 22 539 230,000 1 6 7 39 210 20,000 3 37 60 7 354 1, 190 420,000 16 178 235 i 66 804 3,961 1,816,550 Pbofessional Schools. Regarding the work of the medical schools of this class, we will use the reports of the principals of two of them to bear witness to its success. President Tupper, of Shaw University, of which the Leonard Medical School is a part, observes in a late report : “ Teachers and students have been enthusiastic in their work. Good will and har¬ mony have characterized the year’s work. All the students are professing Christians, and are doing their best to prepare themselves for usefulness in their chosen profession. Our greatest difficulty is to find young men sufficiently qualified to enter upon the study of medicine, and thus be able to graduate at the end of a four years’ medical course. “To determine where the dividing line should be drawn, on the one hand to main¬ tain a standard that shall not be beyond the average medical student, and at the same time meet the rigid requirements of medical boards of such States as North Carolina and Virginia, is a matter not easily settled. We are anxious to encourage the student in his endeavor to obtain a medical education, while we are compelled, from a sense of duty and the circumstances -which environ us, to maintain a standard to which some of our medical students will probably never attain. “ Our former graduates in medicine have more than met expectations. They have readily entered into a good practice, winning the confidence of the colored people aud the respect of the whites, and everything indicates that the colored physician will con¬ stitute an important factor in the education and elevation of the race. ’ ’ EDUCATION OF THE COLORED RACE. 993 Dr. Hubbard, dean of the Meliarry Medical College of Nashville, Tenn., says : • ,;The past year has been in many respects the most prosperous ever enjoyed by this college. The number of students enrolled "was fifteen per cent, greater than that of any previous session, and the graduating class, eighteen in number, was nearly twice as large. 4 * The success of our graduates has been most gratifying. Of the eighty-six living grad¬ uates one is secretary of the S. S. department of the A. M. E. Church; one is State mis¬ sionary of the Baptist Church for South Carolina; two are in the employ of the United States' Government: one is a professor in Livingstone College, North Carolina; three are pastors of churches ; six are engaged in teaching, and seventy-two are practicing medicine. Several of those above mentioned as engaged in other occupations are also practicing their profession of medicine. “Bishop W. F. Mallalieu, who has travelled extensively in the southern States during the past four years, recently stated that in the fourteen cities and towns which he has visited, where our graduates are located, he found that they were all doing well, and some of them exceedingly well. “ They have been treated with remarkable kindness and consideration by the white physicians, who frequently offer to loan them books and instruments, consult with them in dangerous cases, and assist in difficult surgical operations. “Four of the graduates of the present year have passed successfully the examination of the State Medical Board of Arkansas, and received license to practice in that State. “The school of dentistry has progressed favorably. Twelve students have been en¬ rolled during the past session, and two received the degree of D. D. S. at our last com¬ mencement. ‘ ‘At the annual meeting of the American Association of Dental Faculties, held at Wash¬ ington. D. C., September, 1837, this school was admitted to membership by a unani¬ mous vote; and this action places our graduates on an equal footing with those of other dental colleges. “A new building is greatly needed for furnishing additional facilities for teaching den¬ tistry and for opening a school of pharmacy. Plans have been prepared for this edifice, and efforts are now being made to secure the necessary funds for its erection.” Table 101. — Statistics of Professional Schools for the Colored Race for 1887-88, ~by States. State. Schools of Science. Schools of Theology. | Number. X O ' t Pupils. Value of Property. u & o5 c *4 s J5 * Value of Property. | 9 — o 9 O o w m Preparatory Course. sbaiDft . . . . . . . J . 2 1 2 2 1 4 10 5 5 4 40 j 160 100 40 | 55 1 | §7,500 70,000 75,000 Tiistriot. nf Columbia . . Louisiana . . . Maryland . . 30,000 Mississippi . 1 7 44 ! \ 193 I j North Carolina . . . ; 1 o 1 1 6 19 15 243 South Carolina . 1 ii al8 d §61, 500 ! ; 45, C00 TpT3S . Virginia . . . . . : i 8 | 62 j 25,000 Total . i 2 18 62 372 61,500 13 64 725 252,500 a Ten of these are in a course leading to the degree of A. B. The only school of law that reports statistics for the year under review is the law school of Allen University of South Carolina, which reports 2 non-resident instructors (the resident instructors^not being given), and 160 different students enrolled. In the report of the agent of the John F. Slater Fund we find statistics of two medical schools. Of these the Leonard Medical School, Raleigh, N. C., had 7 lecturers, 36 students, and expended $4,000, derived from fees ($1,500), Slater Fund ($500), and contributions from the North ($2,000). The other school, the Meharry Medical College, Nashville, Tenn., had 11 lecturers, 62 students in medicine, and 12 in dentistry, receiving from the Slater Fund $1,000, other figures not given. 63 ED 994 EDUCATION REPORT, 1887-88, Table 102.— Statistics of Colored Pupils in Schools for Special Classes, for 1887-88. State. In Schools for the Deaf. i In Schools ; for the 1 Blind. ' In Schools for the Feeble¬ minded. In Reform Schools. 4 1 1 Colorado . : . . . . 6 1 1 ii OA District of Columbia . 8 A oU 96 Florida . . (( 5) Georgia . . . 29 Illinois . . . . . 4 5 2 Indiana . . 5 4 4 Iowa . . . 2 3 9 4 30 0 & 28 Louisiana . 77 Maine . I 4 o Maryland . . . 22 20 447 Massachusetts... . . . . . . . . . Michigan . . . . I 5 55 9Q Minnesota . . . . 1 Oo 7 Mississippi . 25 I Missouri . . . 5 2 Nebraska . 1 i 18 New Hampshire . . j o New Jersey . 2 j 178 New York . 6 4 . 6 180 North Carolina . . . . . 32 24 Ohio . , . 7 6 10 77 Pennsylvania . 9 8 14 333 Rhode Island . 25 South Carolina . . ii 2 Tennessee . . . . 20 12 Vermont . . . l West Virginia . 2 1 Wisconsin . 1 4 Total . l I (( 1 241 | >1 I 98 ;} 47 1,668 TABLE 103. — Synoptic View of the Statistics of Schools for the Colored Race. Class of Institutions. Number of Schools. Teachers. Punils ! of Pupils. | pr0perfcy> Public schools - . . . . . . . . . . . . . 18, 219 229 106 178 18 64 1, 140, 405 5,439 3,705 5,066 434 725 160 110 241 98 47 1,668 Norms! schools . . . . . 30 15 16 2 13 1 2 SI, 224, 130 549. 865 1, 816, 550 61,500 252,500 Secondary schools . . . . . Colleges . . . Schools of science . . . . . . . . . . Schools of theology . Schools of law . . . . . . Schools of TOedio.infi, r..T . . 18 Schools for the deaf. . . . . . . . Schools for the lYlind . T..TTttT.tt#TT..t, . ttlT. School* fer t.he fipplYIe rnlndp;dr... tTt . . . . , Upifrvrm schools . . . Total . 18,832 1,158,098 Industrial Education.1 Three institutions have been added during the year to the list of those aided by the John F. Slater Fund, which now has 44 schools as beneficiaries, two of which are for medical students. The income, $45,000, is distributed for the most part in sums rang¬ ing from $500 to $1,000, and in three cases going as high as $2,000. Of these schools 35 are known to be supported by missionary enterprise, including the work of the Freed¬ man’s Aid Society as such. _ ,] In another chapter of this volume we have carefully endeavored to distinguish be¬ tween manual training and industrial training. Now which form of work is obtaining in the case of the colored man? As the trustees of the Slater Fund distribute $45,000 among a majority of the institutions in the South for the education of the negro, ana this distribution is specifically to foster hand training, the Opinions of their agent through 1 See also circular No. 5, 1888, of this Bureau, “ Industrial Education in the South,” by Rev. A. D. Mayo. EDUCATION OF THE COLORED RACE. 995 whom the money is distributed and by whom the institutions to be benefited are selected is of considerable importance. He recently said: “ Many things have shown me that some of the best friends and supporters of the schools for negroes in this country look with a degree of apprehension upon the almost universal prevalence of the industrial element in their work. Some fear that the work¬ shop will hinder the recitation room. In the absence of facts, this is perhaps a perfectly natural view that should not be surrendered without evidence that it is ill-founded. For the moment, granting (what is very far from the truth) that the workshop does hinder the school-room and abridge book-learning, there are some very important mat¬ ters to be considered before deciding that the shop should be closed. “ 1. What I do not now dwell upon, the need of more skilled labor jtmong the colored people for their own good and the obvious fact that the industrial departments in these schools afford not only their best, but nearly their only opportunity to learn the use of tools. Practically, the apprentice system is a thing of the past; where it survives, it is impracticable for negroes. “ 2. Considering the poverty of these people, unless they are to be absolutely carried by friends, if they are to have the opportunity of learning books, it is needful that they have the opportunity also of earning some money while at school. It there were money enough at the command of these schools to satisfy every poor boy’s wants with ‘student aid, ’ this would not meet the case. ‘ Student aid’ may be given — and many times has been given — in such way as to destroy self-reliance. Better have a strong man, ignorant of books but capable of taking care of himself, than a weak man, full of book knowledge who can only live — on other people. ‘ Student aid’ is good when it stimulates effort, or gives a start to a worthy youth; it is a very bad thing when it enervates resolution and breeds dependence. An educated, lazy, incapable negro is a very poor man, for he has tastes that call for hundreds with ability to earn only tens. ■ ‘ The industrial department in negro schools in the South enables hundreds of stu¬ dents to earn money enough, with what they can make during vacation, to pay their own way. What is here stated is not a theoretical guess: it was found out by the actual test of trial. Before me is the report of a school in which $1,000 used in running the industrial departments aided effectually a larger number of students than the money divided among them could have kept at school. And the aid was not in the nature of a gift; it was for work done and fairly priced. Such aid builds up manhood within. “In illustration: Mr. B. T. Washington (himself a colored man, taught at ‘Hamp¬ ton,’ and with the Armstrong spirit in hirq), principal of the State Normal School, Tus- kegee, Ala. (the State appropriates $3,000 per annum), says in his report for 1885: ‘Able-bodied young men and women work out on an average $3 per month on their board bills, leaving only $5 to be paid in cash. Work is required of all for purposes of discipline and instruction, and of teaching the dignity of labor. ’ “In such institutions the students are paid an average of ten cents an hour for their work, the amount being credited on their bills. In Shaw University, Rajeigh, N. G. , for example, during the school year, 1886-87, there were ninety boys in the carpentry department, each one being required to work forty hours per month; eighty young women were in the dressmaking department, and eighty-one worked one hour each day in the dining-hall and cook-room. During this year Shaw University used as ‘ student aid ’ for work done $800. This institution, while among the best in book-learning, is a hive of industrious people. No man who knows the facts doubts that the industrial de¬ partments make education possible to great numbers, and in such way as to cultivate rather than destroy self-reliance. “Students of negro education and of the questions thpt go with it will be glad to know what some of the veteran and wise teachers think about this whole matter of hand- training, carried on coincidentlv with head and heart training. I introduce here quota¬ tions from personal and official statements made to me by some of the most experienced and successful workers in these schools. If anybody knows what is good for negro youth these men and women should know. They do know. “President W. B. Patterson, of the State Normal University, formerly at Marion, now at Montgomery, Ala., says: ‘Instead of losing, as some anticipated, the students have gained in the thoroughness of their literary work. The training of the eye and hand has developed their general intelligence, cultivated their power of observation, and given more precision to their work. ’ “Principal Becker, of Benedict Institute (Baptist Home Mission), Columbia, S. C., writing of his industrial departments in their relation to intellectual drill and develop¬ ment, says in his report for 1885-86: ‘Those who have had to do with teaching the colored people have found two great difficulties in the way, to wit, sluggish action of the mind and the ease with which they have been discouraged. The aid that has been affordea in quickening the mental energies, by the introduction of the industrial work, could not be believed by those who have not had to do with it as we have. We find the 996 EDUCATION REPORT, 1887-88. grade of scholarship growing better in the case of all who have been engaged in the in¬ dustrial departments. I explain the difference by the fact that they found work they could do, and so, getting the sense of mastery and real power to overcome obstacles, car¬ ried it into their literary work. ‘ ‘ ‘ Another value of this industrial work has been in the teaching of the economy of time, which lies at the foundation of all other economy. Some who laughed at those who took the work at the opening of the school and spent their odd hours in idleness saw these shoemakers and carpenters doing things utterly impossible to them at the close of the year, and done in time that they had utterly wasted. They also saw the workers able to pay their way for a month or more by the work they did, while they were compelled to go home, for I gave no aid to those who declined to enter the indus¬ trial department.’ “The method is not alike in all the schools; Principal Becker made entering the in¬ dustrial department voluntary, as he aided only those who worked — nearly all worked. ‘ ‘ In 1886-87 the industrial departments at Benedict were still more vigorously and successfully pushed. In March, 1887, Principal Becker wrote to me: ‘The introduc¬ tion of the industrial work has changed the whole fibre of our other work. * * * A student who has no interest in the industrial departments is certain to be of no account in any other. ’ ‘ ‘ President De Forest, Talladega College, Alabama (American Missionary Association), says: ‘ It is conceded that slavery disgraced and disabled labor, and that freedom was generally regarded as a boon of exemption from work and restraint. Upon his emanci¬ pation the negro did not at once perceive that self-control involved self-support, and that self-support involved work and economy. The danger of a little learning, never greater than when a people are emerging from ignorance, may be avoided by vigorous manual and moral training. Any education of the freedman which neglects either his physical or spiritual nature is utterly inadequate. The poverty, waste, and wretchedness so prevalent in a region where all the necessities of life are easily secured make a cogent reason for industrial training; while another and hardly less weighty one is found in the incidental effects of such education in reinforcing the will, in developing perseverance, and even in developing the conscience by making plainly apparent the results of good and bad workmanship.’ “ President Braden, Central Tennessee College, Nashville (Freedmen’s Aid Society), speaking of the young women of the industrial departments, says: ‘I realize more the importance of this work as I learn how close is the connection between comfortable homes and virtuous lives. The young women are more independent, have power of greater usefulness, either as teachers, wives, or mothers. ’ “ Miss S. B. Packard, principal of Spelman Female Institute, Atlanta, Ga. (Woman’s Baptist Home Mission), had in charge for the school year 1886-87, 640 girls and young women. Miss Packard says: ‘ Instead of losing in intellectual development there is a decided gain in thoroughness because of the industrial work. The training of eye and hand not only increases the power of observation and gives precision to their work, but prepares them for homes of their own. ’ ‘ * President Price, one of the first men of the negro race in the country, Livingstone College, Salisbury, N. C. (African Methodist Episcopal Zion Church), says: ‘ I feel that industrial training is imperative at this stage of our development as a race.’ ‘ ‘ Such statements by those who are actually in the work of ‘ uplifting the lately emancipated race,’ and who best know the conditions of successful work, might be ex¬ tended through whole pages of this paper. Christian schools that train heads, hearts, and hands can in the long run solve almost any problem for any race.” This Office sees no change in the character of the instruction given; it appears to be trade, apprentice work, as noticed in the preceding Report, at p. 790. At Atlanta University 12 forges have been added to the equipment and mechanical drawing and both placed under the charge of a graduate of the School of Technology of Worcester, Mass. The students have fitted up the two rooms as a part of their train¬ ing. Nearly 120 boys have had instruction in the shop for 1J hours. A printing press has been given and farm work, cooking, and sewing has been carried on as before. At Clark University the ‘ ‘ Ballard shop ’ ’ has been completed. The building, costing $5,500, is 40 by 100 and is built of brick. In the carriage shop wood and iron work, trimming, and painting have been extensively carried on, the net returns for work being for the year about $2,000. From the work of the nine boys in the harness shop $350 have been obtained. In the printing shop much job work has been done; in the car¬ pentry shop many pieces of furniture have been made. In sewing and dressmaking 160 girls were taught and some of them fitted for an independent living. “All at Clark,” says Agent Haywood, “are more than ever pronounced for industrial training, and the new building is a great gift to a good work.” At Fisk University 15 received instruction in cooking, 16 in nursing, 100 in sewing. It is expected to erect a brick building 40 by 80 next year for young men who desire to receive instruction in tool craft. EDUCATION OF THE COLORED RACE. 997 At Howard University carpentry is the most largely followed trade; printing, shoe- making, and tailoring are also taught, and sewing to girls. In fact the industrial departments of these schools, most substantially aided by the Slater Fund, are rapidly preparing to turn out skilful mechanics, as they have been turning out teachers from their literary departments in the past. But in giving this in¬ dustrial instruction it appears that an educative effect obtains, that the intelligence of the pupil is awakened. The principal of th.e Benedict Institute, an enthusiast on this subject, speaks with enthusiasm in regard to it: “Before the introduction of this indus¬ trial work I confess I had begun to be painfully conscious that there was nothing nat¬ ural in the work in the classes, only in exceptional cases, but distressingly like perpet¬ ual galvanizing or magnetizing of a dead body. It was, apply the battery, apply the bat¬ tery, until it was distressingly painful. The whole of. that has been changed, and the energy of the best educational influences is everywhere stirring and animating all the classes. * * * To put the student down to accurate and thorough work was to ut¬ terly derange and discourage him. That facility of discouragement has disappeared from among us, abd now, instead of deeming it wholly useless to put a hard task before the students, I defy any one to set them so hard a task within auy reasonable hope of attainment that they will not only take hold of it, but rather enjoy it the more as its difficulties become apparent. The sense of personal power developed by this work is to me a wonderful and delightful revelation.” Normal Schools foe the Coloeed Race ( Tables 32 and 33), ALABAMA. Central Alabama Normal Institute, Huntsville. State Industrial School, Huntsville. Tuskegee State Normal and Industrial School, Tuskegee. Emerson Institute, Mobile. ARKANSAS. Southland College and Normal Institute, Hel¬ ena. Branch Normal College of Arkansas Industrial University, Pine Bluff. DISTRICT OF COLUMBIA. Miner Normal School, Washington. FLORIDA. State Normal School, Tallahassee. MISSISSIPPI. State Normal School, Holly Springs. Jackson College, Jackson. Normal Department Tougaloo University, Tou- galoo. MISSOURI. Lincoln Institute, Jefferson City. NORTH CAROLINA. State Colored Normal School, Fayetteville. State Colored Normal School, Goldsboro. Plymouth State Normal, Plymouth. north Carolina— continued. St. Augustine Normal School and Collegiate In¬ stitute, Ealeigh. v State Normal School, Salisbury. SOUTH CAROLINA. Schofield Normal and Industrial School, Aiken. Avery Normal Institute, Charleston. Winthrop Training School for Teachers, Colum¬ bia. Brewer Normal School, Greenwood. TENNESSEE. Normal Department of Knoxville College, Knoxville. Le Moyne Normal Institute, Memphis. Morristown Seminary and Normal Institute, Morristown. TEXAS. ♦ Prairie View State Normal School, Hempstead. VIRGINIA. Hampton Normal and Agricultural Institute, Hampton. Virginia Normal and Collegiate Institute, Pe¬ tersburg. WEST VIRGINIA. Storer College, Harper’s Ferry. Second aey Schools foe the Coloeed Race {Table 42, Division C). ALABAMA. Trinity Schopl, Athens. Talladega College, Talladega, FLORIDA. Cookman Institute, Jacksonville. Convent of Mary Immaculate, Key West. Florida Institute, Live Oak. GEORGIA. Spelman Seminary, Atlanta. Lewis Normal Institute, Macon. MISSISSIPPI. Meridian Academy, Meridian. NORTH CAROLINA. Friends’ Academy, Ashborough. Bennett Seminary, Greensborough. Scotia Seminary, Concord (Division A.l PENNSYLVANIA. Institute for Colored Youth, Philadelphia. SOUTH CAROLINA. Wallingford Academy, Charleston. TENNESSEE. Knoxville College, Knoxville. TEXAS. Hearne Academy, Hearnc. Bishop College, Marshall. Wiley University, Marshall. VIRGINIA. Hartshorne Memorial College, Richmond (Divis¬ ion A). 998 EDUCATION REPORT, 1887-88. Colleges foe the Coloeed Race ( Table 49). ALABAMA. Selma University, Selma. ARKANSAS. Philander Smith College, Little Sock. DISTRICT OF COLUMBIA. Howard University, Washington. GEORGIA. Atlanta, University, Atlanta. Clark University, Atlanta. KENTUCKY. Berea College, Berea. LOUISIANA. Leland University, New Orleans. New Orleans University, New Orleans. Louisiana — continued. Southern University, New Orleans. Straight University, New Orleans. MISSISSIPPI. Rust University, Holly Springs. NORTH CAROLINA. Biddle University, Charlotte. Shaw University, Raleigh. Livingston College, Salisbury. SOUTH CAROLINA. Allen University, Columbia*. TENNESSEE. Central Tennessee University, Nashville. Fisk University, Nashville. Roger Williams University, Nashville. Schools of Science foe the Colored Race ( Table 54). Alcorn Agricultural and Mechanical College, Claflin University Agricultural College and Me- Rodney, Miss. chanics’ Institute, Orangeburg, S. C. Schools of Theology foe the Coloeed Race ( Table 65). ALABAMA. Theological Department of Selma University, Selma. Theological Department of Talladega College, Talladega. Institute for the Training of Colored Ministers, Tuscaloosa. DISTRICT OF COLUMBIA. Theological Department of Howard University, Washington. Wayland Seminary, Washington. GEORGIA. Theological Department of Atlanta Baptist Sem¬ inary, Atlanta. Gammon School ofeTheology, Atlanta. LOUISIANA. Theological Department of New Orleans Uni¬ versity, New Orleans. Theological Department of Leland University, New Orleans. MARYLAND. Centenary Biblical Institute, Baltimore. NORTH CAROLINA. ! Theological Department of Biddle University, | Charlotte. St. Augustine Normal School and Collegiate In¬ stitute, Raleigh. Theological Department of Shaw University, Raleigh. Theological Department of Livingston College, Salisbury. SOUTH CAROLINA. Benedict Institute, Columbia. Theological Department of Allen University, Columbia. TENNESSEE. Theological Course in Fisk University, Nash¬ ville. I Theological Department of Central Tennessee College, Nashville. Theological Department of Roger Williams University, Nashville. VIRGINIA. Richmond Theological Seminary, Richmond. Schools of Law foe the Coloeed Race ( Table 67). Law Department of Howard University, Wash- Law Department of Central Tennessee College, ington, D. C. Nashville, Tenn. Law Department of Allen University, Colum¬ bia, S. C. Schools of Medicine, Dentistry, and Pharmacy foe the Colored Race (Ta He 69). Howard University, Washington, D. C. : Medical Department. Pharmaceutical Class. Dental Class. Leonard Medical School, Raleigh, N. C. Meharry Medical Department of Central Ten¬ nessee College, Nashville, Tenn. EDUCATION OF THE INDIAN. 999 VI. — INDIAN SCHOOLS. By a recent act Congress lias made a radical change in the management of Indian schools supported in whole or in part by the Government. In the absence of a report from the Superintendent of Indian Schools', we copy the report of Indian .Commissioner Oberly. himself formerly the snperiutendent of Indian schools. Our examination of the subject in our report of last year, based oh the report of the superintendent, amounted practically to a statistical monograph, a study which there is no necessity to repeat now. The Duties of the Superintendent of Indian Schools. Commissioner Oberly, speaking of the creation of an independent office of Indian schools, observes, and we quote him so fully because his opinion is of much weight by reason of his experience: ‘ 1 Formerly all school employes, excepting the superintendents of the industrial train¬ ing schools at Carlisle, Pa. ; Lawrence. Kans. ; Genoa, Nehr. ; Salem (Chemawal, Ore¬ gon, and Chilocco, Ind. T., were appointed by the Commissioner of Indian Affairs, upon nominations made either by Indian agents or hv the superintendents of the industrial schools referred to above. But by the act making appropriations for the Indian service, approved June 29. 1888 (section 8), it is provided that the Superintendent of Indian Schools 1 shall, subject to the approval of the Secretary of the Interior, employ and dis¬ charge superintendents, teachers, and other persons connected with schools wholly sup¬ ported by the Government.’ “This and other additions that have been made by the current appropriation act to the duties of the Superintendent of Indian Schools has raised certain questions concern¬ ing the relations of that officer to this Bureau. “Heretofore the Bureau of Indian Affairs has had, subject to the supervision of the Secretary of the Interior, authority to do the following Hungs in reference to Indian school matters : “ (1) To disburse all gratuity appropriations made for Indian education and also all Indian treaty education funds. Under this authority the Bureau has purchased cloth¬ ing and subsistence and all other articles necessary in the management of the schools; has contracted with private institutions for the education of Indian children therein at Government expense; has determined the number of and the compensation that should attach to positions in the schools; has determined questions relating to the establish¬ ment of new schools, and the preparation of plans of buildings therefor; has paid all school salaries, and has settled all accounts of officers disbursing school moneys. “(2) To employ and discharge superintendents and teachers, and any other person connected with the schools, except superintendents of the Indian training schools. “ (3) To make rules and regulations for conducting the schools. “In short, until July 1, 1888, the Indian school system was, in fact, entirely under the supervision and management of the Bureau of Indian Affairs, and in order to show- in what respects this supervision and management Las been modified or annulled by the act of June 29, 1888, making appropriations for the Indian service, it will be necessary to give a short review of the legislation regarding the office of Superintendent of Indian Schools prior to that date. “ By the Indian appropriation act of May 17, 1832, the President was authorized to appoint an officer, to be known as the Inspector of Indian Schools, and upon this officer the following duties were imposed: “ (1) To inspect all Indian schools. “ (2) To report a plan for carrying into effect treaty stipulations for the education of Indians, ‘ with careful estimates of the cost thereof. ’ “(3) To report ;a plan and estimates for educating all Indian youth for whom no such provision now exists, and estimates of what sums can be saved from existing ex¬ penditures for Indian support by the adoption of such a plan. ’ “The appropriation act for the following fiscal year of 1883-34 changed the title of the new office to that of Superintendent of Indian Schools, which title has been continued in all appropriation bills enacted since that time; but until the passage of the act of J une 29, 1888, no farther reference was made in any law to the duties of the position. And it will be observed that duties 2 and 3, as declared by the act of 1882. were not what might be called continuing duties: they were terminated upon the making of the reports required. So that, after these duties had been done, the only duty of the Super¬ intendent was, until July 1, 1888, the inspection of schools. But his duties were added 1 Under date of January 16, 1889, the Superintendent, Mr. AJLbro, issued a brief report, which con¬ tains no statistics, however. 1000 EDUCATION REPORT, 1887-88. to by section 8 of the appropriation net, which went into effect on that day, and from that date it became his duty — “(1) To visit all schools where Indian children are taught under authority of the Government, and to make to the Secretary of the Interior certain reports in reference to such schools. “(2) To ‘employ and discharge superintendents, teachers, and any other persons con¬ nected with schools wholly supported by the Government. ’ “(3) To make rules and regulations for the conduct of such schools as are wholly supported by the Government. ‘ ‘ By this enlargement of the duties of the Superintendent of Indian Schools, Congress took from the Commissioner of Indian Affairs the authority to appoint and discharge superintendents, teachers, and other school employes and to make rules and regulations for conducting the schools, but left with the officer the duty of disbursing all funds for Indian education — the duty of making all purchases for the schools and all contracts for educating Indian children, or building school-houses, paying school salaries, and settling the accounts of all officers who disburse money for school purposes. “ At first glance this law seems to be comprehensive and far-reaching, but, in my opinion, its scope is restricted, and it does not, in fact, furnish adequate means for the carrying out of its apparent purpose. As stated, the act of June 29 last changed the law then in force in two particulars only — first in the authority to make appointments and dismissals; and, second, in the authority to make school rules and regulations; and it left undisturbed all the official machinery of the Bureau of Indian Affairs for disbursing school moneys, making school contracts, paying school salaries, etc. The responsibility for all such transactions remains with the Commissioner of Indian Affairs; and, neces¬ sarily, all the business records pertaining thereto must be embodied in the records of the Indian Office. With all this business, as it occurs, and with the methods of con¬ ducting it according to law or precedents having the force of law, the Superintendent of Indian Schools should be thoroughly familiar, so that he can intelligently and efficiently discharge his duties, which, limited as they are, imply and require knowledge of the details of the entire Indian school service; and this knowledge can be obtained in no other way than by visiting the schools, and by supervising, under the Bureau of Indian Affairs, all the matters of Indian education that are considered and determined by that Bureau. In this way the Superintendent might have his restricted duties so enlarged that they would cover the entire subject of Indian education, and his limited official power so increased that it could command all the official machinery of the Indian Bureau in the execution of his decisions upon sehool matters. “Upon these considerations I have reached the conclusion that the most natural, economical, and effective administration of Indian school affairs will be secured by en¬ larging the prerogatives of the Superintendent — “(1) By placing under his immediate supervision all matters connected with all branches of Indian education, instead of restricting him to two lines of work in connec¬ tion with but one class of schools ; and “(2) By providing that he shall perform the official functions necessary in the dis¬ charge of such enlarged duties through the Bureau of Indian Affairs, under which ar¬ rangement the Commissioner of Indian Affairs may place at the disposal of the Superin¬ tendent the entire official machinery of the Bureau, by the use of which nearly all the business in relation to Indian schools is, and must be, transacted. “By this plan the Commissioner and Superintendent would exercise concurrent juris¬ diction, so to speak, in Indian school affairs. The Superintendent would practically dominate in all school operations, while the Commissioner would continue to perform, without the embarrassment that would result from divided authority, the duties in re¬ lation to Indian educational matters that have been devolved upon him by law and by the Indian treaties. “I therefore recommend that the above suggestions be adopted, and that rules be made for the purpose of carrying them into effect.” The Use of English Compulsoey. The other important event in the administration of the Government schools for the education of the Indian is the requirement that the English language be used in them. The action of the Bureau of Indian Affairs in this matter, it is well known, created considerable opposition on the part of several religious denominations, their opposition being “based upon the assumption,” says the Commissioner, “that it was the intention to forbid the reading of the Bible in the vernacular.” To correct this false impression the Commissioner issued a pamphlet; “but in view,” he says in the report we are using, ‘ ‘ of the widespread and apparently deep-seated misunderstanding in regard to the bear¬ ing of these orders upon the use of the Bible published in Indian vernaculars, it may EDUCATION OF THE INDIAN. 1001 bo well to state that it is not the intention ol‘ the Indian Bureau to prohibit tho reading of the Bible by any Indian in any language, or by anybody to any Indian in any language, or in any Indian vernacular anywhere at any time.,, The Commissioner observes, under the title of ' The Platform of the Mohonk Conference: “ Nothing, it is maintained, should be done to impair or weaken any of the agencies at present engaged in the work of Indian education. It is therefore concluded that the contract system ought to be continued until the Government is prepared with adequate buildings and competent teachers to assume the entire work of secular education; but the duty of the Government to undertake the task of furnishing primarj’ and secular education for all Indian children of school age on the reservations under Federal control must be constantly insisted upon. In the language of the platform of the Lake Mohonk Conference, at its sixth annual session, held last October, the Government ‘ has no right to thrust this burden [of Indian education] upon the pioneer population in the midst of which the Indians happen to be located. It has no right to leave this burden to be carried by the churches and private philanthropic societies which have taken it up only because the necessity was great and the neglect absolute. The cost of education is im¬ measurably less than the cost of war; the cost of educating the Indian for sell-support is less than one-tenth the cost of keeping him in pauperism. ’ “With that conference this office is also in full agreement upon the following propo¬ sitions: “(1) That Indian education should be compulsory; but on those principles of compul¬ sion which are recognized as legitimate in the free commonwealths of the world, which principles, while they would require the Indian child to receive such education as would fit him for civilized life and self-support therein, would leave with his parents the lib¬ erty to choose between the Government and the private school, so long as the private school furnished the elements required by civilized life and conformed to a uniform standard prescribed by the Government and maintained in its own schools. “(2) That a uniform standard of qualifications should be required of all teachers re¬ ceiving appointments, and should be enforced by rigid and impartial examinations. “(3) That the official tenure of the teacher should be permanent, and removals should be made only for inefficiency, incompetency, or other unfitness. “(4) That the whole educational service should, in the interest of just administration and efficient work, be exempt from those changes and that instability of tenure which appertain to partisan appointments.” School Buildings. The construction put by the Treasury Department upon the clause in the Congres¬ sional appropriation bill restricting the price of a school building to §10,000 has and is working disadvantage to Indian education. The Treasury Department has held that ten thousand dollars is the maximum limit for building and furnishing, and further that no appropriation for building in general can be used to construct an addition to a building which has cost for building and furnishing ten thousand dollars. The Commissioner gives an instance of the working of that Congressional limitation and its construction, as follows: : ‘It is true that $10,000 is sufficient to erect suitable school buildings in some locali¬ ties, but in most localities that amount is entirely inadequate; and this limitation, thus construed, has prevented this Bureau from furnishing suitable and adequate school¬ building accommodations upon many reservations where they are much needed. For instance, the tlte Indians, on the Uintah Reservation, Utah, have 250 children of school age, and until recently they have sullenly refused to have their children educated. Every effort to induce them to send their children to the school at Grand Junction, Colo., which was established in part for their benefit, has been unsuccessful, and at this time not one Ute child is in attendance thereat. ‘We will not,’ they said, ‘ send any of our children away to the Grand Junction or any other school, but we will send all our chil¬ dren to school if a good school is established at our agency.’ To test their sincerity, a competent teacher and some school supplies and furnishings were sent to the agency, where there is a school building, but a building that is in every respect unsuited for its purpose. This building can not properly accommodate even 25 pupils; but 36 have been crowded into it. Observing this desire for educational advantages, which patience and hard work on the part of the agent and school superintendent had succeeded in awakening in these non-progressive Indians, and being anxious to give it fair opportu¬ nity and scope, plans and specifications were prepared for the erection of a boarding-school building large enough to accommodate 75 children. The plans were for a plain build- 1002 EDUCATION REPORT, 1887-88. ing, to be erected with all possible economy consistent with stability and comfort. Bids were advertised for, according to law, and the lowest received was $13,000 in excess of the building limitation of $10,000. This instance is cited to show how difficult it is, while acting under the restrictions of such a rigid policy of economy, to do prompt and effective work in the pending attempt to educate the rising generation of Indians.” Statistics. “ On June 30, 1888, the end of the last fiscal year, the Government was supporting, in whole or in part, 233 Indian schools, of which 126 were boarding and 107 were day schools. ‘ 4 On J une 30, 1887, the end of the preceding fiscal year, there were 227 such schools — 117 boarding and 110 day schools. ‘ 4 It thus appears that during the fiscal year there was an increase of 9 in the number of boarding and a decrease of 3 in the number of day schools, the net increase in the whole number of schools being 6. ‘ ‘ Of the 126 boarding schools. 74 were under direct control of this Bureau, 3 were schools at which pupils had been placed under special appropriations made by Congress, and 49 were being conducted under contract with the Government. Of the day schools, 85 were under direct control of the Bureau and 22 were contract schools.” School Population, Attendance, etc. “The schools above referred to were supplied from a school population of, approximately, 40,000 children between six and sixteen years of age. “The attendance at these schools, the number of pupils whom the school buildings could accommodate, and the cost to the Government of maintaining the schools during the fiscal year 1887-88, are shown in the following table : Table 104. — Showing Number of Schools, School-house Capacity , Enrolment, Average Attend¬ ance, Number of Employes, and Cost during the Fiscal. Year ended June 30, 1888. Kind of Schools. No. Capacity. Enrol¬ ment. Average Attend¬ ance. No. of Em¬ ployes. ; Cost to Gov¬ ernment. Controlled directly by Indian Bureau. Boarding-schools . *69 5,372 5,647 4, 341 637 $580,954.29 Day schools . . . >. . 85 3,344 3,175 1,929 112 58, 162. 75 Industrial training schools . 5 1,500 1,570 1,388 179 235, 899.12 Total Government schools . . 159 10, 216 10, 392 7, 658 928 875,016. 16 Specially appropriated for . 3 610 512 478 81 75, 278.66 Conducted under contract with Indian Bureau. > Boarding-schools . . . . 49 4, 207 3,015 2,498 786 489 244, 587.56 14,532. 17 Day schools . . 22 1,431 1,293 39 Total contract schools . . 71 5,638 4,308 3, 284 528 259, 119/73 Aggregate . . 233 16, 464 15,212 11,420 1,537 1,209,414.55 * Four of these schools (having 32 employes) are managed by religious organizations, and are as¬ sisted by the Government, which issues clothing and subsistence to the pupils. ‘ ‘ In the preceding table reference is made to five training schools and to three schools for which special appropriations are annually made. The names and statistics of those schools are as follows: EDUCATION OF THE INDIAN. 1003 Table 105. — Showing Capacity, Enrolment, Average Attendance, etc., of Training Schools (1) Controlled Directly by Indian Bureau, and (2) Specially Appropriated for. Name of School. Location. Num¬ ber Pu¬ pils. Kate Per An¬ num. C.pacJJ ! P1 No. I'm- oyes.l Enrol- 1 inent. Aver¬ age. Attend- 1 ance. J Cost to ! Govern¬ ment. Controlled directly by Indian Bureau. Carlisle Training Carlisle, Pa . $167 500 j 51 585 563 i $81, 000. 00 Chilocco Training Chilocco Ind. Ter 167 200 ' 188 154 i 25, 567. 76 Of>nnn Training . Opnoa Nfihr . 167 200 27 199 166 1 29, 750. 00 Haskell Institute . Lawrence, Kans ... 167 350 ! 39 | 398 1 338 1 65, 273. 19 Chcmawa Training... Near Salem, Oreg.. 167 j 250 35 j 200 167 | 34, 308. 17 Total . . | 1,500 | 179 1,570 | 1,388 1 235,899. 12 Specially appropri¬ ated for. I Hampton Institute ... Hampton, Va . 120 167 i 150 ' 31 126 i 118 19, 641. 11 Lincoln Institution... Philadelphia, Pa ... 200 j 167 1 260 30 212 j 200 33, 137. 55 St. Ignatius Mission .. Flathead, Mont . 150 150 j 200 , 20 i 174 , 160 ! 22,500.00 Total . 470 610 81 1 512 | 478 j 75,278.66 Aggregate . 470 2,110 ! 260 | 2, 0S2 , 1,866 j 311,177.78 “The three schools ‘specially appropriated for,’ mentioned in Table 105, are not Gov¬ ernment schools. They are private institutions, in which Indian children are placed under appropriations annually made by Congress for the education in such schools of a specified number of pupils at a certain rate per capita per annum. “The enrolment and average attendance at Government and contract schools (includ¬ ing the three schools specially appropiated for) during the fiscal years 1886-’87 and 1887-88, respectively, and the increase in enrolment and in attendance during 1888, as compared with 1887, was as follows: Table 106. — Showing Increase of School Enrolment and Average Attendance during the Fiscal Year 1887-88 over the Fiscal Year 1886-87. Kind of School. Enrolled. Inerease.i Average Attend¬ ance. Increase. 1886-87. 1SS7-S8. , 1SS6-S7. 1887-88. Government : Boarding . 7,621 7,729 j 10S j 5,939 | 6,207 1 268 Day . 3,115 3,175 1 60 ; 1,896 ! 1,929 1 33 Total . 10,736 ; 1 10,904 168 ; 7,835 8,136 301 Contract : Boarding . 2,553 3,015 462 ; 2,081 2,498 ! 417 Day . 1,044 1,293 | 249 604 786 182 Total . . 3,597 4,308 711 ! 2,685 3,284 599 Aggregate . 14,333 15,212 j 879 10, 520 . 11,420 1 900 1004 EDUCATION REPOET, 1887-88. “In this connection, the following comparative statement, showing the attendance at Indian schools during the past six years, is made: Table 107. — Showing Indian-School Attendance from 1882 to 1888, both Years Included. Year. Boarding-schools. Day Schools. , Number. ' Average Attend¬ ance. Number. Average Attend¬ ance. 3882 . 71 2,755 54 1,311 1,443 1, 757 3883 . 78 2,599 4,358 6, 203 7, 260 64 1884 . 86 76 1885 . 114 86 1,942 1886 . 115 99 2,370 1887 . . 117 8,020 8,705 110 2,500 1888 . 126 107 2,715 Employes at Indian Schools. “In the management of the schools controlled directly by this Bureau there were em¬ ployed 757 white persons and 137 Indians — in all, 894 regular employes — as follows Table <108. — Showing the Positions and Number of White and Indian Employes in the In¬ dian School Seiwice during the Fiscal Year Ended June 30, 1888. Positions. Whites. j Indians. Positions. Whites. Indians. Superintendents . 13 Agent for out pupils . 1 Assistant superintendent.. 1 Dairv manager . 1 Superintendents and 55 Farmers . 7 principal teachers. Assistant farmers . 2 Superintendents lor day 2 Assistant farmer and 1 schools. gardener. Disciplinarians . 3 2 Gardener . . 1 Teachers... . . . 241 Engineers . 5 Assistant teachers . 1 - Carpenters . 13 Industrial teachers . . 63 ! Wagon-makers . 2 Assistant industri al teach¬ . d Tinners . 2 ers. ! Shoemakers . 6 i Mechanical teacher . 1 i Shoe and harness makers 5 Matrons . 82 . j Harness-makers . 4 i Assistant matrons . 7 i Tailors . i Seamstresses . 63 2 1 Painter . 1 Assistant seamstresses .... • . 10 Printer . i Cooks . 63 4 1 1 Blacksmiths . 2 Assistant cooks . 1 10 | Blacksmith and wheel- 1 Laundresses . 53 8 1 wright. Assistant laundresses . 1 7 i Blacksmith and wagon- 1 . . . . Phvsicians . 6 maker. Clerks . 9 Store-keepers . 2 2 Clerks and physicians . 5 Watchmen . 10 Teachers and seam¬ 2 Apprentices . 15 stresses. Janitor . 1 Assistant teacher and 1 Hospital steward . 1 seamstress. Cadet-sergeants . 10 Assistant tea che rs and 5 Herders . matrons. Helpers . 7 Matrons and sea m- 5 Laborers . . . 6 stresses. Cooks and laundresses . 7 Total bv race . 757 137 Nurses . 4 Bankers . 7 4 Total Butchers . 2 i “In addition to the regular employes above enumerated a large number of persons are irregularly employed in connection with the schools. The great majority of these ir¬ regular employes are Indian pupils engaged in learning trades, to each of whom a few cents a day are paid. These payments are justified by the fact that the pupils work more willingly and industriously and learn more rapidly under the incentive of small wages than they would if they were not thus recompensed for their labor; and, more¬ over, they thus learn the value of small earnings and small savings. ” CHAPTER XVIII. EDUCATIONAL PERIODICALS. The following list of educational periodicals represents such as are on ffile in the li¬ brary of the Office, and such as are found useful in making up the annual report. Some in the list, no doubt, have suspended publication. There is no wav at the disposal of the Office of finding out when many of these periodicals began or when they ceased pub¬ lication. The table is intended to give a brief description of these publications. • 1005 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 Table 109. — Statistics of Educa Place of Publication. Principal Title. Name of Editor. 1 S 3 I. — UNITED STATES. Birmingham. Ala... Collinsville, Ala . Huntsville, Ala . Huntsville, Ala . Tuskegee, Ala . Sitka, Alaska . Sitka, Alaska . Little Rock, Ark . Marysville, Cal . San Francisco, Cal.. San Francisco, Cal.. Denver, Colo . Hartford, Conn . Blunt, Dak . Grand Forks. Dak.. Grand Forks, Dak.. Bloomington, Ill . Chicago, Ill . . Chicago, Ill . Southern Journal of Education... Educational Advocate . Alabama Teachers’ Journal . Normal Index . Southern Letter . The Alaskan . . . The North Star . Arkansas Teacher . . . The Budget . . . Pacific Educational Journal . Pacific School Journal . Colorado School Journal . American Journal of Education... Dakota School Journal . Educational News . The Student . Illinois School Journal . . County School Council . Intelligence... . H.P. Burruss . . Douglas Allen . J. A. B. Lovett . ; State Normal School . Booker T. Washington . Maurice E. Kenealv . Jackson and Kelly . Josiah H. Shinn . F. S. Carr . J. B. McChesney . Albert Lyser . Aaron Gove . Henry Barnard . ! Henry Hoffman . . ! A. R. Griffith . j Students of the University. George P. Brown . ; W. McCollum . . . ! E.O.Vaile . Springfield and Peoria, Ill. Taylorville, Ill . Indianapolis, Ind . National Educator . j Jeriah Bonham. Christian County School News . - C. M. Parker . Educational Weekly . j J. M. Olcott . Indianapolis, Ind . Mitchell, Ind . Algona, Iowa . Des Moines, Iowa . Dubuque, Iowa . Keokuk, Iowa . W ilton J unction , Iowa.. Lincoln and Topeka, Kans. Louisville, Ky . New Orleans, La . New Orleans, La . Baltimore, Md . Boston, Mass . Boston, Mass., and London, Eng. Boston. Mass . . Boston, Mass., and Chi¬ cago, Ill. Indiana School Journal . j Normal Quarterly . i Norma'. Herald . | North-Western Journal of Edu- . cation. Normal Monthly . Central School Journal . The Normal . . Western School Journal . Educational Courant . j Journal of Education . Progressive Teacher . The Educatoj . American Teacher . | Common School Educator . I . Education . . . N . E. Journal of Education . W. A. Bell . Lugenbeel and Sutherland.... Students Normal School . Ella A. Hamilton . George W. Jones . . . Howell and Marshall . Brower and Parsons . R. W. Turner . R. H. Carothers . « . W. O. Rogers . Mrs. M.H. Williams . Centenary Biblical Institute. Win ship and Sheldon . William A. Mowry . . William A. MotVry . A. E. Winship . Boston, Mass . South Lancaster, Mass.. Fenton, Mich . Lansing, Mich . Minneapolis, Minn . Meridian, Miss . Jefferson City, Mo . St. Louis, Mo . St. Louis, Mo . Omaha, Nebr . Santee Agency, Nebr ... Manchester, N. H . Trenton, N. J . j Albuquerque, N. Mex... New York, N. Y . : New York,N. Y . I New York, N . Y . j New York, N. Y., and ! Chicago, Ill. Popular Educator True Educator . Normal Adviser ... School Moderator School Education.. Mississippi Teacher . Missouri School Journal . American journal of Education... Evangelisch-Lutherisches Schul- blatt. Nebraska Mute Journal . . Word Carrier . „ . . Notes and Queries . Tbe Signal . . . . New Mexico Advertiser . . Deaf-Mutes’ Journal . Penman’s Journal . . School Gazetteer School Journal ... . Educational Publishing Co . ! Charles C. Ramsey . J. M.Pile . Henry R. Pattengill . Sanford Niles . Kincannon and Deupree . H. A. Gass . . J. B. Merwin . . Deutsche Ev.-Luth. Synode von Missouri, Ohio, und andere Staaten. Institution for Deaf-Mutes . Alfred L. Riggs . . S. C. and L. M. Gould . Francis B. Lee . Almon F. Hoyt . A. E. Hodgson . D.T. Ames . . Writers’ Publishing Company.... j Kellogg and Allen . EDUCATIONAL PKKIODICAL8. 1007 tional Periodicals for 1887-88. Date of First Issue. No. of Volume In June, 188S. When Such Vol¬ ume Began. No. of Volumes in Year. Now Often Published. \ j Price Per 1 Annum. a Remarks. 4 5 6 7 S 9 to 1885 1 M . §1.00 18S7 1 M . .50 July 1SS5 3 July 1 M . 1.00 Dec., 1S85 2 1 W . 1.00 5 1 M....... . 1886 3 1 W . 3.00 1 1 M . .50 ; 1884 1 M . 1.00 1887 2 1 M. . 1.25 Feb., 1SS7 3 Feb.... 1 M . 2.00 1 Mar.. 1877 1 M . 2.00 i Suspended . . 1885 4 May ... 1 M . 1.50 ! 1855 1 Q . 4.00 | 1885 M . 1. CO j Suspended . Oct., 1886 1 M . . 50 1888 m . :::::: 1.00 • 1881 7 1 M . 1.25 18S7 1 1 M . 1. 25 Jan., 1881 8 Jan . 1 Semi-mo .. 1.50 As School-master to June, 1884, when it took the present title. 1884 4 1 M . 1.00 I 1887 2 June... 1 M. ... . 50 July, 18S3 2 W . 2.00 November 12, 1S85, united with N. E. Journal of Education. Jan., 1856 33 Jan 1 M . 1.50 1882 1 Q . .25 June, 1887 2 June... 1 M . 1885 2 w . 2.00 Aug., 1887 11 Aug ... 1 M . 1.50 1876 11 Aug ... 1 M . .75 May, 1888 1 May ... 1 M . Feb., 1885 4 Dec 1 M . 1.00 Successor to Educationist . June, 1884 5/ June... 1 M . 1.00 Apr., 1879 10 Mar. ... 1 M . 1.50 Feb., 1886 3 Feb.... 1 M . ! .50 Oct,, 1886 2 Oct . 1 M . i .60 Sept., 1883 5 Sept ... | 1 M . 1.00 Ten numbers in volume . Jan., 1887 2 Jan 1 M . 1.00 Sept., 1880 g Sept... 1 M . 3.00 Bi-monthlv till Jan.. 1886 . Jan., 1875 27 Jan .... 2 W . 2.50 Consolidation of Massachu¬ setts Teacher, Rhode Island School-master. Common School Journal, and College Courant. — - ■ 1884 4 Jan.... 1 M . i.oo i Apr., 1884 4 Sept ... 1 M . I .75 1 Jan., 1888 1 Jan . 1 M . .40 i Sept., 1880 8 Sept ... 1 Semi-mo., j 3.00 ! Weekly till end of vol. 5 . . Dec.. 1881 7 Jan . 1 M . 1 1.00 Nov., 1887 1 Nov ... 1 1.00 I::::::::::::::::;:;;:;:::;::::::;::;;;:::;;; . i Oct., 1883 1 (n. s.) Jan . 1 1.25 21 Jan 1 M . i 1 00 ! 1 1.00 15 Jan 1 Semi-mo .J Ten numbers ir> volume Mar., 1883 5 (n. s.) Jan . 1 M . . 50 July, 1882 5 Jan . 1 M . 1.00 Dec., 1885 3 Nov ... 1 M . .60 School year . Jan., 1888 1 Jan . 1 M . .50 17 Jan . 1 W . 1.50 12 Jan . 1 M . 1.00 Oct.^ 1886 2 Oct . 1 Q* . .50 1871 35 Jan . 2 W . .*. . 2.50 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 a The price given is the annual subscription in the country where published. 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 ICO 101 102 103 104 105 106 EDUCATION REPORT, 1887-88. Table 109. — Statistics of Educa Place of Publication. Principal Title. Name of Editor. 1 2 3 I.— UNITED STATES— continued. New York, N. Y., and Chicago, Ill. Kellogg and Allen . Georwe F "Pentecost. I Alvin P. Chapin . i George A Bacon The School Bulletin . j C. W. Bardeen . Raleigh, N. C . North Carolina Teacher . Eugene G. Harrell . The Lighthouse . Tiliston Normal School . Samuel Findlev . J. P. Gordy . Gillet and Shearer . Ohio Institute for Deaf-Mutes Wbolfingtnn Co . Mt. Washington, Ohio .. Public School Journal Company.. A. R. Horne . Germantown, Pa . The Student . Gan ett and Cox . Lancaster, Pa . Pennsylvania School Journal . E. E. Higbee . Aleadville, Pa . The Chantauquan . Theo.F. Flood ... Millersville, Pa . The Normal Journal . E. Oram Lvte . Philadelphia, Pa . Educational News . Educational News Company . Philadelphia, Pa . The Indicator . | R. Morris Smith . Philadelphia, Pa . The Teacher . j Eldridge Brothers . York, Pa . The Fountain . ! W. H. Sqelley . . Columbia, S. C . . Chattanooga, Tenn . Carolina Teacher . The Educator . W.L. Bell . . . Jeremiah Behm . Hollow Rock, Tenn . Southern Teacher . Jos. .T. Losier . Nashville, Tenn . Good Education . Price and Goodman . Nashville, Tenn . Southern Normalist . J.C.Shirlev . . Nashville, Tenn . South-Western Journal of Edu¬ cation. Texas School Journal . Garrett C.G XI ■** io ;MtH CO 3 §S8 8 8S SCLOrt Cl L'- i> co" «f oo r-TcT is § ® g gum : of co* c'tf i -1 •siaqonaj, H Ills i N M § i i= r : : : : —jo jaqumjtf M • H SP.|S 32-3"- =S — |8~* i § 1 | i *4 xa o OS OCO O A O 50 50 til ' '(jaodaji jo 9VB(I N 1885- 86 1886 1886 1886- 87 1881-85 1886 1885- 86 1881 1887- 88 1886- 87 1887- 88 1887 1886 1881-85 1881 1886-87 1885-80 ’ o 1 ' o O £ : §j • §s K *- jb g i <; s < >» | ^ : c3 : S' fl¬ ag t § © «■ n ft ii ii ii ii ..si &S1 ! Ill il W urtemberg . Saxony . . . Hamburg (free city) . Bremen (free city) . Great Britain, etc.: England and Wales . i iiii 1 iiii i iiii Mil! i Mil m STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. 1017 s 1 SlflSSIIS is ! 6'iW 1 1 ^llsW iH' ! ~ rf CJ • ; 1 18S8 iSsIsllI ! im !§£5lM'S :of of r-f : : : g is I h i |isi§» I- i | M 1 I i ■ i i 'Ih i§ i :§ rf • i r ; liil ! ! ! j i 1 M i i i“°2 i“ i ! ! i 1 ill::: : ! i : : : 1 Mai!" ! H'"’— 111! : : : : : : \ : : : o i !-* i i i : 5 M n | i 1 1 eo : rj< : : o» : rH "ill! : : : : MM 1 s 1 1 I \m a Is iiisisisss isniisiis m 00 ; : • r-1 • t> VC r-i rH Tfl J CO rH tH d • 0* !;!!;§ Hi ill ! i i§ 1 MM i 1 i i K !M i s i§ 1 M is! M MM § in rf irf : ill! IS IIIISBMIsI “MM ini" m i g is i M ms iis rf : i : : : h in. i i : i i : Sill is gag li§ In 1 !§§§ 1 1 Isi8is§§§ ihj js «28s iga js's ! j j : ■. : : : : : llSlIlg l!lSllSSBslis!slIS§llSsss |=sgf|g rfs'^g|'gg¥rf^sfgs^s'®‘s^8^|j','s'^ csT 8 Is j M SB 1 ill! I i§ ll s' I™ i i ! -*i i pi i r r : : : : : : : : : «s is Ml Is Me |- ] | | |3 | j- : : : : : : : S Is | j I S3 | IlSi | ii 1= s if j 1 j H ; igss j i- {* ;•"> : : : ; : i : : : t§§ !§![!!§!!§ 8S3 i“jjijjj |» : : : : : : : isiips Ml! !§SBS§SS8S8SSSS8S§s ig : : j : V of rf of r-T j h : : : : : : : : : : Mil ! i Ml iaiiMi.ii Mi!H I i S i§ i 1 1 i* l* :::::: : : : : : • : : : Mimiii j ! j j | p j O : : : *m MM : : : t\\\n mm ns Mi ml Hm III S i IiiSiSliSiiIiiiiiiiiiiiii Switzerland . British India . Bombay Presidency . Lower Burmali . Algeria . . . Cape of Good Hopo . Canada : British Columbia . Manitoba . New Brunswick . Nova Scotia . Ontario . Prince Edward Island . Quebec . Jamaica . Trinidad . Costa Rica . . . Guatemala . Nicaragua . III! MM ilium i : : : : i : : |ii iiji ■§ i i i i i| U 1 1 1 1 1 if JI mmi iiiiinii : : : : : = : : III! ill |||j Ipl ifli! llllll mm Jffll! So 1018 EDUCATION REPORT, 1887-88. Table 111. — Ratio of School Enrolment to Total Population and to School Population in Foreign Countries. Countries. o «.2 B p: Patio of Enrolment to School Population. Countries. o G C" §.2 Sd B o o a .2 o (5 ' Itntio of Enrolment to School Population. Austria-Hungary : Austria . Per cent. ' 12 1 11 ! 10 i 14.64 i 17.73 i 16 1 16 j 17 ! ii | 17 : 16 16 14 6 9 14 2 15 1 2 23 i Per 1 1 cent. I \ 82 ! I 80 ! ‘ | Canada: British Columbia . Per cent. n 26 21 24 25 20 16 11 9 7 3 5 4 3 2 5 5 11 18 22 14 23 13 19 12 Per cent. Hnnsa ry . Vfanitoha . . Belgium . New Brunswick . France . 1 112 j 90 Nova Scotia . Germany : Prussia . Ontario . . . 81 98 Prince Edward Island Wiirtemberg . Quebec . Bavaria . 1 Jamaica . Saxony . 1 Trinidad . Hamburg (free city) . . | Costa Eica . . . . . . 42 Bremen (free city) . . Guatemala . Great Britain, etc. : England and Wales . a 63 71 i i Nicaragua . . . . 40 i Argentine Republic . . . Scotland . 1 Chili . Ireland . Ecuador . Italy . ! Urueuav . Japan . 54 | 1 Venezuela . Netherlands . ; Hawaii . Finland . 1 "51 New South Wales . 91 131 Switzerland . . 1 | Queensland . British India . South Australia . Bombay Presidency . Victoria . . . 112 Lower Burmah . t . West Australia . Algeria . New Zealand . T . , . Cape Colony . 140 j Tasmania . a Population 3-14. PUBLIC INSTRUCTION IN FRANCK EEPOET TO THE DEPARTMENT OF STATE BY THE HON. J. L. BATHBONE, CONSUL- GENEEAL. L At the close of the Revolution the state of public instruction in France was extremely bad. The law of April 30, 1803, revived it somewhat, and the establishment of the Im¬ perial University in 1808 brought about complete re-animation. The university formed a corps, having complete charge of education throughout the Empire; at the head was a grand master, assisted by a council, all appointed by the Em¬ peror. _ The Empire was divided into as many academies as there were imperial courts (27). Each academy was governed by the rector, and controlled absolutely within its jurisdic¬ tion the establishment and conduct of all degrees of instruction. A director and an academic council were associated with the rector. In addition there were a number of inspectors-general to watch over the condition of education throughout the Empire, to verify the capability of the teachers, and to report the progress of the pupils. But with all this, primary education was neglected and schools were estab¬ lished only in the communes sufficiently rich to support them. Since the establishment of the university changes have been made. There is no longer a grand master, but a “Minister of Public Instruction,” whose functions are less auto¬ cratic. Under the former regime no one could open a school without the permission of the grand master. By the laws of March 15, 1850, and July 12, 1815, any Frenchman of proper age and conforming to the laws may found a school of any grade. PUBLIC INSTRUCTION IN FRANCE. 1019 MINISTER OF PUBLIC INSTRUCTION. But the minister’s powers are yet very considerable. It is upon his proposition that the President of the Republic names and revokes the inspector-general, the rectors, the professors of the faculties, and the administrators of public libraries. The minister di¬ rectly names and revokes the professors of secondary instruction, the inspectors of pri¬ mary instruction, employes of public libraries, and in general all functionaries of public instruction. FUNCTIONS OF THE COUNCIL. The council is composed of the minister of public instruction (president of the coun¬ cil), three members of the council of state, five members of the institute, members from the army, the navy, the Catholic Church, the Protestant Church, and nine lay members; in all, thirty-nine (39) members. The council prescribes the course of instruction in all public schools, establishes new lycees and communal colleges, and determines what assistance shall be given to private schools. It determines further what books shall be used and what proscribed as being contrary to the constitution, law, and morality, and grants licenses to foreigners to found schools in France; finally, it has judiciary functions, and pronounces in the last resort in cases tending to exclude teachers from their profession. THE INSPECTORS-GENERAL. The inspectors are eighteen (18) in number, and their duty is to collect information regarding all questions concerning public instruction in France, and report the same to the minister. Twelve (12) of them, together with certain professors, form a consulta¬ tion council at which the minister presides. THE ACADEMIES. Below the central body come the academies. The rectors superintend the higher and secondary schools, oversee the free schools, and control the primary schools. Each convokes the fee ulties of the various schools in his department to devise courses of study and transmits these courses to the minister, together with his views upon them. As¬ sociated with him are an inspector and an academic council. These academies are not, as the word would imply with us, institutions of learning, but the representatives of the Government in the district. THE HIGHER NORMAL SCHOOL. To complete the educational framework, normal schools were established to train teachers for the primary schools, and a higher normal school to prepare teachers for the lycees, communal colleges, and all schools of instruction above the primary grade. The pupils are at the charge of the state. The number of pupils to be admitted each year is determined by the minister, according to the needs of education. % II. Public instruction is divided into three grades, primary, secondary, and higher. Primary Instruction. — Primary instruction is obligatory, and includes religious in¬ struction, reading, writing, arithmetic, geography, history of finance; and for girls, needle- work. Except in small places, the children of the Protestant and Catholic faiths have separate schools, and the sexes are also separated. Attendance is compulsory; tuition is free to children whose parents are unable to pay. Every commune must support at least one primary school, or a free school afford¬ ing the same opportunities, but in cases of thinly populated commufies they may, by the consent of the minister, combine to support a school. Budgetary aid is rendered only to communes which are unable to wholly sustain the expenses of their schools. Secondary Instruction. — The schools of this grade correspond very nearly to our high schools, instruction is given in languages, ancient and modern, mathematics, the ele¬ ments of natural sciences, history, and literature. Belonging to this class are all the lycees, communal colleges, and nearly all the insti¬ tutions known as free schools, i. e., giving free tuition, although not belonging to the state. 1020 EDUCATION REPORT, 1887-88. By a law passed in 1865, special secondary schools were established where the dead languages are not taught, and special attention is given to fitting pupils for business. Higher Instruction. — Higher instruction is given by what is known in France as the faculties, supplemented by a number of preparatory professional schools. The faculties are those of law, medicine, theology, science, and literature. The preparatory schools are a higher school of pharmacy, schools of medicine, chemistry, and literature. III. — Special schools. Besides the public schools system there exists to-day in France quite a number of schools for instruction in special branches of knowledge; some of these, like the School of Telegraphy, are exclusively for Government employes, while others, like the Free School of Political Science, are open to the world. The Schools of Telegraphy. — Intended to fit employes of the post-office and telegraph system. The Military School of St. Cyr. — Corresponds to our school at West Point. This school was established at Fontainebleau by Napoleon I in 1802, but was soon removed to its present site. The Pyrtanee. — A school for the education of the children of army officers. Schools of Manual Apprenticeship. — These are supplementary to the primary schools and fit the pupils for the farm and the workshop. The instruction is both theoretical and practical. To gain admission to any of the above special schools the applicant must either be born French or naturalized. Higher Schools of Commercial Studies. — These are devoted exclusively to higher commer¬ cial studies, and designed to fit students to be merchants, bankers, administrators, and directors of manufacturing and commercial companies, etc. Foreigners are admitted. National School of the Industrial Arts at Bourlaix. — The course at this school is practical and theoretical study of the local manufacture of cloth, which is very celebrated. For¬ eigners are admitted by means of a letter from their ambassador or consul. The Polytechnic School at Paris. — Tofit for military, naval, and hydrographic engineers, for engineers of the military bridge corps, superintendents of state manufactories, tele¬ graph lines, etc., and all other careers demanding extended study in mathematics, phys¬ ics, and chemistry. Foreigners are not admitted. High School of Mines at Paris. — Extended study of chemistry, physics, electricity, mining engineering, etc. Foreigners are admitted free, but no diplomas are granted to them; only certificates of study. School of Master Workmen of Mines at Calais. — To fit foremen of miners, managers of mines, etc. To be admitted to this school the applicant must have worked in the mines at least eighteen months. The course of study is both theoretical and practical, six months of each year being spent in the school and six in the mines. The course is for three years. Foreigners are admitted. Schools of Eoads and Bridges. — To form a corps to construct and keep in repair the military and strategic roads and bridges. Foreigners are admitted after a great deal of formality. Schools of the Fine Arts at Paris, Bourges, Dyon , and Lyons. — Instruction is given in draw¬ ing, painting, sculpture, engraving on wood, copper, and steel. Foreigners are admitted to all these schools. National School of Decorative Art at Paris. — This school is open to foreigners on appli¬ cation to the director through the aid of their ambassador and consul-general and the minister of fine arts. Agricultural Schools. — At the head of these is the Institute of Agronomy, intended to fit pupils to be teachers in the national schools of agriculture, to be scientific proprietors or managers of farms, and to be capable administrators of public duties where agricult¬ ural and vinicultural interests are involved. National Schools of Agriculture. — At these schools practical and theoretical instruction is given in agriculture, viniculture, irrigation, dairying, etc., and at Rambouillet is a shepherd school. School of Horticulture at Versailles. — Gardeners are taught their duties at this school, the course being both theoretical and practical. School of Forestry at Nancy. — To this school foreigners are admitted through their am¬ bassador. The majority of the pupils are those who expect to enter the government employ as keepers of the national forests. Veterinary Schools. — There are three of these, at Lyons, Toulouse, and Alfort. Schools of Arts and Trades. — The central school at Paris is known as the School of Arts and Manufactures. It graduates engineers for all branches of industry and for public works which do not pertain directly. Foreigners are admitted on the same terms as Frenchmen. PUBLIC INSTRUCTION IN FRANCE. 1021 The other schools are situated at Aix, Angers, and Chfdous. Candidates for admission must be French. These are regarded as by far the most important of all the industrial schools. They are intended to turn out workmen thoroughly skilled in all mechanical employ¬ ments. These schools accommodate three hundred pupils each, who must be French. Schools of Watch and Clock Making. — There are two. Foreigners are excluded. There are several schools of lace-making and five schools of weaving. In the latter the course includes the theory and practice of weaving, designing patterns, and weav¬ ing them, the study of dyes and their application to the cloths. The school at Lyons has a special course on the manufacture and dyeing of silk stufis. The others are situ¬ ated at Nimes, Reims, Amiens, and St. Etienne. Free School of Political Science. — This school closes the list of special schools. Instruc¬ tion is given in diplomacy, administrative law, finance, constitutional l&w and history, political economy, training and knowledge required by government officials in France and by consuls and consular agents, and, in fact, in all branches of government. The budget1 of the minister of public instruction shows the following figures for the year 1879 to 1886: Years. Higher Normal Schools. Higher Communal Schools. | Lyeees and | Communal | Colleges. Extraor¬ dinary Ex¬ penses of .Lyeees. Primary Institu- tious. j Total Budget. 1879 . ! Francs.2 401,000 450, 000 479,000 4S6, 000 500,000 500, 000 500,000 500,000 Francs. 300,000 ! 300,000 j 300,000 300,000 300,000 300,008 296,000 326,000 1 Francs. 5, 625, 000 6,110,000 8, 470. 000 9,738,000 11, 274, 000 ! 12,640.000 ! 10, 739; 000 | 10,939,000 ; Fra ncs. 1,500,000 6, 500, 000 6, 500, 000 9, S56, 000 9,850.000 12, 764. 000 11,937,000 11,876,000 Francs. 23. 850, 000 21, 014, 000 32 6S5, 000 59, 484, 000 77,034,000 75,076,000 61,621,000 62,368,000 Francs. 59,728,000 80,155,000 83, 229, 000 129, 240, 000 14S, 721,000 i 166,736,000 ■ 168, 1(08. 000 i 134,919,000 1880 . „ . 1 188L . 1882 . 1883 . 1884 . 1885 . 1886 . Besides, the primary schools receive annually about twenty million francs from the budget of extraordinary resources. Many of the special schools are not under the min¬ istry of public instruction and so figure in other schools. The ministry of the interior’s budget includes the following schools: Years. j School of ; Roads and Bridges. School of Mines, i Paris. Other ' Schools of Mines, j Totals. 1879 . 18S0 . 1SS1 . 18S2 . 1SS3 . 1884 . 1885 . . Francs. 378, 000 360,000 357, 000 380,000 401,000 400,000 428,000 Francs. 284,000 285,000 299,000 305,000 315, 000 328, COO 320,000 Francs. \ 64,000 65, 0G0 61,000 j 63.000 70,000 | 73.000 ! 76,000 1 Francs. 726.000 ; 710, 000 1 717, 000 748,000 786.000 801, 0C0 830,000. ! Under the ministry of agriculture are: Years. I Veterinarv School. National Institute of Agronomy. Agricult¬ ural Schools. Practical Farm Schools. Horticult¬ ural Schools. Totals. 1879 . Francs. 916.000 Francs. 241,000 Francs. 730,000 Francs. 468,000 Francs. 90.009 Francs. 2. 445, 000 1880 . 1,127,000 253.000 752,000 514,000 101.000 2, 747, 009 1881 . 1,112,000 259.000 794.000 488,000 102,000 103,000 2. 755. 000 1SS2 . . 1,155; 000 271,000 824i 0C0 516,000 2. 869; 000 1883 . 1,136,000 313, COO 816, (MX) 590,000 103. 000 2, 95S; COO 1SS4 . l 1,167,000 278, COO • 828,000 649.000 94.000 2. 954.0O0 1885 . 1,145.000 277,000 806,000 649,000 91,000 2. 968, 000 1 The appropriations from the public treasury are supplemented by communal taxes. 2 The equivalent of a franc is 19.3 cents. 1022 EDUCATION REPORT, 1887-88. Years. Conser¬ vatory of Arts and Trades, Paris. Schools of Arts and Trades. Aix. Angers. Chalons. Totals. Francs. Francs. Francs. Francs. Francs. 319,000 349,000 370,000 372,000 1,072,000 356, COO 394,000 421, (XX) 416,000 1.231.000 371, 000 396,000 402,000 409,000 ' 1,207.000 378,000 373,000 431,000 424,000 JL, 229. 000 378,000 381,000 410,000 429,000 1, 222, 000 441,000 388,000 403,000 452,000 1. 244, 000 441, 000 393,000 399,000 447,000 1.245,000 ; 441,000 400,000 ; 394,000 442,000 ! 1.237.000 296,000 350,000 i 370,000 365,000 1, 065,000 l GREAT BRITAIN. REPORT OF THE SCIENCE AND ART DEPARTMENT. The following information is derived from the thirty-fifth report of the science and art department, whose operations embrace the United Kingdom of Great Britain and Ireland. The department fosters instruction in science and art by grants to elementary schools and to training colleges upon the results of examinations in the subjects specified, by grants for buildings and apparatus for science schools, and by provision for local exhibi¬ tions and scholarships. The department also has charge of special schools of science and art and museums of science and art. SCIENCE DIVISION. Elementary Science. — In 1887 the department examined 1,684 elementary schools in which science instruction was given according to the requirements. These schools were located as follows: In England and Wales, 1,223; in Scotland, 227; in Ireland, 234. The number of pupils in them receiving science instruction was 103,088, and the num¬ ber who came up for examination was 62,275, which, with 5,345 self-taught students, made a total of 67,620 examined. Of this number 51,248 were successful in passing in one or more subjects. Advanced Scientific Instruction. — The total number of students under instruction in the various divisions of the Normal School of Science and Royal School of Mines was 267. As in former years, summer courses for country teachers, which last about three weeks, and are a most important part of the work of the school, were given in chemistry, light, botany, machine construction and drawing, and agriculture and agricultural chemistry. These courses, which consisted of lectures and laboratory practice specially adapted to the particular class of students, were attended by 182 teachers. Courses of lectures in biology, chemistry, and mechanics were also given to working¬ men. The number of tickets sold at sixpence each being, for the three courses, 295, 458, and 357, respectively. The number of students attending the Royal College of Science, Dublin, was eighty. A course of fifteen voluntary lectures on elementary chemistry given during the first half of the year was attended by twenty-seven students and a similar course of seventeen lectures on mechanics was attended by eight students. The growing appreciation of science instruction in the Kingdom is indicated by the steady increase in the number of students pursuing the same and in the marked im¬ provement in results. As compared with 1877 the number of students receiving in¬ struction in elementary science in 1887 showed an increase of 84 per cent. ; the number presenting themselves for examination, increase of 96 per cent. ; and the number passing, increase of 97J per cent. ART DIVISION. Drawing in Elementary Schools. — In 1887 drawing was taught in 3,979 elementary schools; of these 516 were situated in Scotland and under the inspection of the Scotch education department, by whom the grants were paid. The number of pupils and pupil teachers examined for results in drawing in these schools was 684,306. Examinations were also held in fifty-one training colleges in the five subjects of the TECHNICAL EDUCATION ACT, SCOTLAND. 1023 drawing certificate. These subjects, with the number of students examined and pass¬ ing in each, were as follows: Subjects. Number of Students Examined. Number Passing. Free-hand drawing . * 1,700 775 Geometrical drawing . 1,624 959 Model drawing . 1,871 895 Perspective . 1,758 1,084 Blackboard drawing . . | 1,643 1,008 | Art Schools and Art Classes. — The total num ber of students receiviug instruction in schools of art and art classes aided by the dep rtm 7 701, in addition to which 122 schools unaided by the department were examined. In the National Art Training School, South Kensington, 590 students were under instruction. The system of having short courses of instruction at South Kensington for teachers of provincial schools during the summer vacations, which had been found so advantageous for science teachers, was ex¬ tended to those in art in the slimmer of 1887. The experiment was successful in every way. Expenditure of Department. — The expenditure of the department for the financial year 1887-88 amounted to $2,093,771, which was apportioned as follows: Expenses of ad¬ ministration, including central staff office, $137,109; direct payments, prizes, etc., to encourage instruction in science, $498,269; direct payments, prizes, etc., to encourage in¬ struction in art, $473,077 ; services common to both science and art instruction, $283,994; institutions supported or aided by the state through the department of science and art, $275,611, and the South Kensington and Bethnal Green Museums, including the expenses of circulation of science and art objects to country institutions, $425,712. OPERATIONS OE THE TECHNICAL EDUCATION ACT, SCOTLAND. With respect to the act of 1887 providing for technical education in Scotland the com¬ mittee of council on education say : “The technical schools act (Scotland) has opened to school boards a new field of op¬ erations in regard to a branch of education to which public attention has of late been very closely directed, and which greatly affects the future of secondary schools. In view of the fact that the act came into force after the recent elections of school boards, we thought it right to issue a circular letter on the subj ect in anticipation of those elections, pointing out the character of the operations possible, and inviting the attention of the constituencies to the new powers which would be vested in their representatives, and to the various systems of technical education already established elsewhere. “It is a matter of regret that the subject does not appear to have been very prominently brought forward during the elections, and that school boards, perhaps, as a consequence, show some hesitation in starting upon any new operations. We have now received three hundred and eighty-one replies to our inquiry which was addressed to nine hundred and eighty-one school boards, and only a very small number of these indicate any intention of taking action under the act. We are not disposed to infer from this that the subject is disregarded, and, on the contrary, we believe that it is attracting that attention which its importance and urgency demand, and that discussion is now doing much to define the proper aims and methods of such instruction. School boards naturally feel hesi¬ tation about launching upon new expenditure, and are, perhaps, disposed to watch the results of experiments elsewhere. We feel confident that they will be ready to follow the example of those who are bold enough to enter upon the work, and, in once more drawing attention to the vital importance of the question, we can assure the local au¬ thorities of our zealous co-operation in any efforts which they may make. We have already referred to certain branches of technical education which come within the sphere of the elementary schools, particularly to drawing, agriculture, and the industrial in¬ struction of girls; and we are ready to consider any proposals by which these may be developed, and by which they may be carried on in secondary and evening schools. Technical instruction is already very considerably developed in several of the higher schools.” “ In a private school of well-established position we have found a commercial depart¬ ment very thoroughly developed, and we shall watch with interest this experiment of giving instruction in the details of office work. In any project for the advancement of 1024 EDUCATION REPORT, 1887-88. technical education we would again impress upon school boards the importance of en¬ listing the co-operation and sympathy of those who represent the manufacturing and in¬ dustrial interests of each district; and we would, in reference to the difficulty of isolated action which has been felt by some boards, point out the powers of combination between different boards which are given by the act. We are convinced that it is only by such co-operation and combination that a system of education which may undoubtedly re¬ quire considerable expenditure, but which justifies that expenditure by the important influence it may have upon national prosperity, can be successfully established.” INSPECTION OF SECONDARY SCHOOLS IN SCOTLAND. In 1885-86 the Scotch education department undertook the inspection of secondary schools. Their report of this work for the current year (?'. e. , 1887-88) contains many observations of general interest. As was expected the immediate result of the inspection was the ex¬ posure of defects in the schools. With respect to this particular the committee say: “We found the schools in many cases working under adverse conditions, with insuffi¬ cient resources andstaff, and with a curriculum inadequate to modern demands. We found no common standard, and a very wide divergence between the range and achievement of schools nominally of the same class. There was much earnestness shown by the gen¬ eral body of the teaching staff, and, generally, there was a desire on the part of managers to increase the efficiency of the school under their charge, but there seemed to be con¬ siderable doubt and difference of opinion as to the proper aims and organization of a secondary school.” The beneficial results of the inspection are already noticeable. 1 1 The number of schools under inspection has increased from thirty-eight to forty-seven, twenty- two being higher class public schools, seventeen endowed schools, and eight schools under voluntary man¬ agers who have invited the inspection of the department. * * * “In one or two cases renewed inspection has shown the adverse conditions to be almost insuperable, and has led managers seriously to consider the organization of the school on a new basis. In other cases a school is found to fail from causes which are evidently accidental and temporary. But as a rule the inspection has given evidence of renewed activity of a curriculum developing so as to meet modern requirements and of a more defined aim and improved organization. Special and increased attention is evi¬ dently given to the instruction in science, although in some cases the inspectors have found that it was more developed on what may be called the bookish than the practical side. Modern languages are taught in some cases with very considerable success, but a difficulty evidently arises which will occur to most of those interested in these languages as a branch of education, as to the different aims for which they maybe studied— for the sake of the training of the mental faculties by careful grammatical accuracy, on the one hand, and for the sake of developing the imitative and conversational faculty, on the ground of its practical value, on the other. The reconcilement, as far as possible, of these two aims is a question which most urgently demands the attention of those who are best qualified to guide public opinion on the subject. In English we have found evidence of much sound work, although there appears to be some disposition, which we regret, to lay aside the study of history and geography in the more advanced classes, where it is especially valuable in training the j udgment and widening the interests of the scholars, and to confine the instruction in these subjects to the elementary facts, learned by rote in the earlier classes. ‘ ; In what are commonly called the university subjects, Latin, Greek, and mathematics, the instruction is evidently, on the whole, sound and thorough, and in the last-named the Scotch higher schools are remarkably well advanced. * * * ‘‘In. connection with the inspection cf higher schools the department has this year carried out the plan of a leaving-certificate examination. This was under¬ taken after careful consultation with the universities and with the authorities of second¬ ary or higher class schools. “ Various professional bodies have announced their readiness to accept the certificate granted by the department, in lieu of the preliminary examination required from those entering upon a course of professional study. The examination will thus contribute materially to concentration of work in the secondary schools, where much inconven¬ ience has been caused by the necessity of preparing pupils for various examinations, of much the same standard, but based, in each case, upon different prescribed books. The certificates have been issued of three grades, honors, first grade, and second grade. “The total number of candidates for the same was 972, in six subjects, s»nd out of a possible number of 2,925 certificates, 2,334 were issued in the various grades.” EDUCATION IN SWITZERLAND. 1025 EDUCATION IN SWITZERLAND. REPORT TO THE DEPARTMENT OF STATE BY THE nON. BOYD WINCHESTER, MINISTER RESIDENT AND CONSUL-GENERAL. Since the day of Pestalozzi the science of pedagogism has received much attention, and to-day enjoys a high rank in Switzerland.. A Switzer will tell you that no boy, no girl exists in the Confederation, save idiots and those under school age, who cannot read and write. The exceptions to this rule are not sufficient to constitute an illiterate class. They have laid broad and deep the foundations of an admirable system of public instruction. The law declares that the happiness of the people is to be found in good morals and good instruction, and that in a free country every citizen should have placed in his reach an education fitting him for his rights and his duties. The primary business of the state in Switzerland may be said to be keeping school. A school is one of the first things pres¬ ent to the eyes of a Swiss child and one of the last things present to the mind of a Swiss man. It comes to him in his cradle and attends him to his grave. On coming to a cer¬ tain age the right to stay at home and play ceases. He is a member of a commune, and the commune will not suffer him to live and grow up in ignorance. The school seizes him, holds him fast for years and rears him into what he is to be. If a school is fate to a Swiss child, the vision comes to him pleasantly in likeness of a fairy. The fairest edifice a Swiss can see, when he goes out to walk, is his village school, his city school, or his can¬ tonal school. The court-house, jail, town hall may be concealed in some obscure corner, but a school is sure to be in sight, the pride of every village slope and every city square. In travelling over Switzerland last summer there was not one court-house of sufficient architectural dignity to attract attention; a nearly two years’ residence in Berne has not discovered that legal forum (which, in every American city, is the most conspicuous struc¬ ture), but everywhere are to be seen commodious and handsome public school buildings. With the exception of the Federal Hall at Berne, and the Federal Tribunal at Lausanne, the Polytechnic, in Zurich, is the finest edifice in the country. The children are so much accustomed to regard the school-house as the foremost building in a city that it is related that a Swiss, with his child, visiting France, and, being at Versailles, he heard her clap her hands and cry with glee, “Look here, papa; here is the school-house !” It was the gar¬ den front of that magnificent pile. The school in Switzerland is made to the child, by public and private acts, a centre of happy thoughts and pleasant times. It shares the joys of home and the rewards of church. At school a Swiss boy finds his mates with whom he learns to sing and play, to drill and shoot. The teacher is to him a father. With that teacher he will grow into a man, assisted on his way with care and love, un¬ mixed with either foolish fondness or paternal pride. All bright and pleasant things are grouped about him, and in after-time those class-room days will always seem to him the merriest of his life. Philanthropy and love of home, two very prominent Swiss characteristics, the un¬ failing and fruitful source of so many virtues, make the people desirous of giving every chance to their children ; and they are proud of and cheerfully spend their money on their schools. The school, the pupil, the teacher, are forever in the public eye. The scholars promenade the streets with music, flags, and songs. All men make room for them, salute them, glory in them as the highest product of the state. The Swiss school organization proper may be said to date from 1830, and has for its basis the system of Pestalozzi (originally developed here by that celebrated philosopher and savant, who more than a century ago lived at Yverdun, his school-house being an ancient castle erected by the Count of Zahringer in the twelfth century), a system that has furnished a model for the rest of Europe, and especially for Germany. The depart¬ ment of public instruction is the most important and expensive branch of the cantonal government. The two great items of expense which appear in the budget of a Swiss canton are the roads and public instruction. The sums bestowed on these are immense, relative to the total means of the cantons, standing far ahead of the army, which is a very startling fact in Europe, where the cost of the public forces, in times of absolute peace, is nearly fourteen times that of the public schools. The last report published for 1887 shows that the twenty -two cantons expended for schools about 10,800.000 francs, which is the product of school tax, cantonal and commercial. The amount ap¬ propriated for the purpose at this time is known to be very much larger, but cannot be accurately given; yet, as giving an approximate idea of the increase, it may be stated that the amount expended by the canton of Berne in 1877 was 1,692,411 francs, while the budget for this year (1887) sets apart for the same purpose 1,925,581, an increase of 233,000 francs. Article 27 of the federal constitution is as follows: “Cantons will provide for sufficient primary instruction, which shall stand under the exclusive supervision of the state. It is to be obligatory and in the public schools 65 ED 1026 EDUCATION REPORT, 1887-88. gratis. The public schools shall be so conducted that they may be attended by the chil¬ dren of all confessions, without their liberty of faith and conscience being encroached upon. Against cantons which neglect to follow these provisions the confederacy is to take the necessary steps.” It will be observed that primary instruction is thus made obligatory by federal law, and in the public schools gratuitous. This gratuity, by special provisions in many of the cantons, is made to include books and other school materials, and is extended to children of paupers. The Swiss cantons are jealous of their independence in local af¬ fairs, and a proposal to appoint a federal secretary of education was rejected by a large majority; but, so far, the cantons have observed in good faith the requirements of the constitution. Each canton has its own school law. The school age usually begins at six or seven and continues to fourteen or fifteen. Compulsory education is not regarded as any interference with personal liberty. Parents who neglect or refuse to send their children to school are cited before the au¬ thorities and fined, and in case of repetition of the offense may be imprisoned. The provision of the constitution guaranteeing freedom of faith and conscience in the public schools has been complied with by the cantons, in a way suitable to their wants, with no unfair dealing, no proselyting, and no complaint. All the schools have religious in¬ struction, and by common consent it partakes of the character of the majority: Catho¬ lic instruction in Catholic cantons, and Protestant in Protestant cantons. Preachers cannot be officially nominated as inspectors, presidents, or members of the school re¬ gents, but they may take these places by popular election, which frequently occurs in the Protestant cantons. It is yet a disputed question whether persons who belong to religious orders, claiming allegiance paramount to the state, can be teachers in the public schools. The schools may be classified into primary, intermediate, universities, and seminaries, or normal Schools. The organization of the primary schools is under cantonal supervision. Generally each commune has a public primary school adequate to the demands, and graded as to age and progress. These schools are day schools, with annual vacations from ten to twelve weeks, and are supposed to embrace the pupilage for the first five to six school years. The lessons average from twenty to thirty weekly. The pupils of the upper classes who are old enough to assist at work at home are permitted to attend school one-half of the day during the summer, or to attend what are called supplementary schools, with only six to ten lessons per week. The expenses of these schools are de¬ frayed by the communes with a subvention from the canton, varying much in amount, yet enough so that the public primary schools are free, as required under the con¬ stitution. The course of studies in the primary schools embraces: 1. Religion; 2. Na¬ tive language; 3. Ciphering; 4. Writing; 5. Physical and practical geography; 6. His¬ tory of Switzerland; 7. Elements of natural science; 10. Singing; 11, Gymnastics; 12. For girls, manual work of knitting and sewing. Connected with the primary schools in some cantons are what are called Secunddr- schulen or secondary schools. These are open during the winter months in the evenings and on Sundays, and the course includes book-keeping and business composition, such as letters, bills, contracts, obligations of various kinds appertaining to trade and indus¬ try. In many cantons these supplementary or advanced divisions of the primary schools are both free and obligatory; in others voluntary with an average charge of 5 francs. In the cantons of Lucerne and Zurich the children from the primary schools are given four years of gratuitous tuition in these secondary divisions. At the close of the year 1884 there were reported in attendance at the primary schools 455,498 pupils, under the care of 8,763 teachers. Sixteen cantons provided 437 secondary schools with 28,500 pupils. The intermediate schools present much variety and have only one feature in common, that they represent a higher grade than the primary with an enlarged and more deep¬ ened course of study, extending to elements of literature in the mother tongue, compo¬ sition of advanced kind, reading of classical authors, higher mathematics, and a foreign language; for the German and Italian cantons, French; for the French cantons, Ger¬ man. Geography and history also become much extended. These schools do not have any pretensions beyond what their title of “intermediate” indicates. There are many branches and grades within these intermediate schools. There is what is called the district school and under-gymnasium. In Jiese still more advanced literary, technical, and artistic instructions are given. The ancient languages, Greek and Latin, Natural History, Physics. Chemistry, etc., are taught. In most of th8 cantons these schools are free, and where a charge is made it runs from twenty to forty francs for the scholastic year. The bulk of the expense is sustained by the communes; some of the cantonal governments, as in Berne, pay one-half of the salary of the teachers and stipends of fifty to c-ue hundred francs to meritorious students wishing to pursue their studies in the higher schools. EDUCATION IN SWITZERLAND. 1027 The highest degree of the intermediate schools is the high school or gymnasium. These are all subject to cantonal control, with the exception of the canton of Herne, where they are city schools and under the municipal authority. They are divided into gymnasiums, industrial, technical, and commercial schools. The course is three years, except the commercial, which is ouly two years. The age of admission is from sixteen to seventeen years. The annual charge is from ten to one hundred francs. They are designed as preparatory schools for a university or a polytechnic course. The latest re¬ port gives the number of these schools as 58, with 12,500 pupils. As a fair sample the weekly curriculum of a first-class gymnasium for girls in Berne is as follows: Days. 'S to 9 o’clock. o clock. 9 to 10 o’clock. 10 to 11 o’clock. 2 to 3 o’clock. 3 to 4 o’clock. Monday . Tuesday . Wednesday . Thursday . Friday . Saturday . History . German . Religion . | French . Arithmetic. j Geography.. Religion .... Singing . French _ j German . Religion . j French . Arithmetic... Natural his¬ tory. German . History . Natural his¬ tory. Geography.. Gymnastics. Singing,, . French . German . Arithmetic... Arithmetic... Drawing . Study . Holiday . Book-keeping- Study . Holiday . Drawing. Study. Holiday. Gymnastics. Sjudy. Holiday. Universities. — There are four of these institutions in Switzerland, located at Basel, Berne, Zurich, and Geneva. The one at Basel was founded in 1460, the others since 1832. These universities are governed by a rector and a senate subject to cantonal con¬ trol, and are divided into four faculties of theology, jurisprudence, philosophy, and medicine. They will compare favorably in teaching power, apart from the mere acces¬ sories of endowments and splendid buildings, with any universities to he found. The tuition depends on the number and character of recitations, being from 2J to 10 francs per week and one hundred to two hundred francs per annum. The degrees conferred are equivalent to that of doctor in the German universities and bachelor in the French universities. The matriculates in these universities last year were 2,271, including 107 female students, and divided thus: Geneva, 729; Berne, 658; Zurich, 521; Basel, 363, and employing some three hundred professors. In addition to these there is a polytechnic school at Zurich, founded in 1855. The property and improvements were presented by the canton to the confederation, which sustains it by liberal annual appro¬ priation, and the federal budget for 1877 provided three hundred thousand francs for building improvements, being a portion of one million francs contemplated to be used for the same purpose. There were in attendance at the polytechnic last year seven hundred and two students, employing ninety professors. Seminaries, or normal schools, are established by the cantons and controlled by a di¬ rector of council of education. Matriculates are received after passing through the secondary schools and their attendance is from three to four years; they are usually lodged and boarded in the seminaries, involving a cost of one hundred and fifty to four hundred francs yearly. To assist poor students whose diligence, promise, and general deportment are marked there are free and half-fee places provided. The number of students at these seminaries in 1886 was 1,223: males 835, females 398. It is estimated that in 1886 the elementary schools, including the secondary and middle-class schools, had a total number of students and pupils of 525,000. The total population between five and fifteen years of age at the census of 1830 was 573,713. To handle this large number of students it required about 5,500 schools and over ten thousand teachers. To this must be added the 2, 973 students attending the universities, with 390 profess¬ ors and the 1.223 students attending the seminaries. Still this does not complete the list, for there are prosperous academies and high schools, such as those at Lausanne and Neuchatel, of which no reliable statistics are available. Then private schools are permit¬ ted, the cantons reserving the right to name the conditions under which they will be authorized. Between all the public schools, from the lowest upward to the highest, there is an “organic connection,” the university in this natural continuation and cor¬ respondence crowning the work begun in the primary school. The teachers of the public schools are nominated by the school commission and se¬ lected by an assembly of the commune. Teachers of the higher schools are appointed by the cantonal director of education and confirmed by the board of education. Each commune must pay to the primary school teacher a minimum salary of 550 francs; but these salaries will run from six hundred to one thousand francs, with free lodging and fuel. Those in the cities receive from 1,200 to 1,700 francs; secondary school teachers, from 2,200 to 3,300 francs, and teachers in the gymnasiums an average of 3?300 francs. 1028 EDUCATION REPORT, 1887-88. Those teachers are elected for six years, and after service for a certain period are pen¬ sioned. The cantons assist the communes in augmenting the lower salaries and the payment of the pensions. After thirty years of service a pension is paid of not less than half of the salary, which was received at the date of retirement. In some cantons, after five years of service, one hundred francs are added to the salary, and an additional one hundred francs for each succeeding period of five years. In Basel a female teacher, after ten years of service, is entitled to a supplementary pay of fifty dollars per annum; after fifteen years, seventy dollars per annum ; and then on retiring, after the fifteen years, a pension for life of two per cent, on the whole amount of salary received during the term of active service. As a rule the schools are not mixed, and when the commune is not able to sustain separate schools the boys attend in the morning and the girls in the afternoon. In every hamlet where there may be twenty boys and girls a school is provided. All scholars have daily tasks to do at home; the task at home is nearly equal to the task at school. The hours of study, school work, drill and home work, are frequently from ten to twelve hours daily. Indeed, you may say that Swiss children tug at learning in a way that would create a rebellion with the young American. No week day is a holiday, like the Saturday with us. Each class has so many hours of schooling a week, covering the six days. Singing and gymnastics are taught in the course, and both with reference to a due development of the physical and moral powers. In other countries it is the political or governing class which establishes popular schools for the benefit of the masses. But in Switzerland the people — the commune — establishes and sustains the school for its own benefit. The same general equality of conditions pre¬ vails as in the United States, and the public schools are freely used by all classes, and their establishment and maintenance is a composite charge, made so by the fundamental law. Here is found a full realization of the demand that a career shall be open to all talents; for no system of education can be truly solid, and sound, and democratic, which does not make it possible for the child of superior merit, however humble and poor, to mount the highest round of the educational ladder. Every canton has in its organic law some expression embodying the idea that the business of a public teacher is to make his boys good citizens and good Christians. In some cantons the distinct announcement is found that the true end of public instruction is to combine democracy with religion, so that every boy attending a public school may grow up into a good citizen and a good Christian. In the law of Zurich it is declared, “The peoples’ school shall train the children of all classes on a plan agreed upon, to be intelligent men, useful citizens, and moral and religious people.” In Lucerne we find this: “It shall train them for life in the family, in the commune, the church, and the state.” In fact, they all bespeak the ineffaceable influence of that great Swiss peda¬ gogue, who uttered that memorable invocation, ‘ ‘ Patron saint of this country , announce it in thunder- tones through the hills and valleys that true popular freedom can only be maide possible tln’ough the education of man.” The Swiss methods of teaching are more gradual, natural, and national than ours — the teaching is less mechanical. There is a patience, the avoidance of our hurry, the be¬ ing content to advance slowly, the firm securing of the ground passed over. The funda¬ mental maxim with them is from the intuition to the notion, from the concrete to the abstract, founding habits of clear apprehension and clear expression. The system seems to be less wooden than ours; it may result from a regard for the fact, so often overlooked, that variety in mental food is as important as in bodily food for healthy growth, and that children at school are often tired and listless because they are weary and bored. From this, relief is found in singing, drill, and gymnastics; and every effort is made to interest the children and to adapt the methods to their mental processes. It is a com¬ mon practice with our teachers to give children the rule for doing a sum and then to test them by seeing if by that rule they can do so many given sums right. The notion of a Swiss teacher is that the school hour for arithmetic is to be employed in ascertain¬ ing that the children understand the rule and the processes to which it is applied. We put the abstract before the concrete; the Swiss works in the opposite way. Their in¬ struction, in other words, aims to render the pupils capable of solving independently and with certainty the calculations which are likely to come before them in their ordinary life. In each branch of instruction this plan and object are prescribed for the teachers, and it is thought these are best attained by oral teaching and questioning. In one word, they possess and follow a carefully matured service of pedagogy. The attention is easily maintained in spite of the long hours, for at frequent intervals, at least every two hours, the class disperses for a few minutes to the corridors or play-grounds, and the teachers lead and assist on the play-ground as much as they do in the school-room — a companion¬ ship of teacher and pupil that is very beneficial and beautiful. Every form of corporal punishment is forbidden. No bodily pain nor bodily shame is suffered in the schools; and this is a true and correct theory of school discipline. A professor, whose school in Berne it has been my pleasure on several occasions to visit EDUCATION IN SWITZERLAND. 1029 for purposes of observation, said tome: “A led has rights; we cannot stunt liis food; we cannot lock him up: we cannot put him in a corner: we Ve expel them; but such an emergency rarely occurs. A threat or admonition suffices. In truth, to be expelled from a school is con¬ sidered only one degree from luin. When expelled one cannot go to another school. The laws about exchange of school are very strict. No change can be made without a spe¬ cial leave in w riting from the inspector of the district school. Expulsion is a public act, aud there are three degrees. The first is a forbidding of the school, it may be for a day or a week; and when he returns his parents must come with him and must promise he will mend his ways. The second is removal for a longer period, a month, a quarter perhaps, when he can only resume his place by an express authority from either the in¬ spectors of his district or his village mayor. The third expulsion is a formal and serious official act; the teacher and inspector must unite in recommending it and the educa¬ tional department must concur. ’ ’ It will be seen that the law considers that every child has a right to* come to school, and that this right can be taken away only in strict con¬ formity to the method prescribed. Of course this does not apply to the exclusion of children in cases where the public good and safety is involved, such as children who have failed to be vaccinated or are suffering from loathsome diseases or present disfig¬ ured and repulsive forms or laces. There is very little contumacious absence; the children have the habit of going to school as a matter of course and the parents equally the habit of acquiescing in their going. Therefore the discipline is almost entirely one of self-respect and self-restraint. The« children are taught how to think and act, no less than how to read and, write. Instruc¬ tion is made but a part of their education. As much attention is paid'to the things of life as to the things of learning. The child’s manners and appearance are properly cared for. How he walks, stands, and speaks. That his hands are washed and that he keeps his papers clean. He comes to regard a blot upon his page to be as bad as a smudge upon bis face. Said this same professor to me, “ A book befouled with ‘grime is wasted and our simple habits will not suffer such waste. Turn over any of these books which are in daily use, no leaf is torn or dog-eared, and no cover defaced with scribbling. 5 ’ The same observations could have been extended to the furniture and the buildings. The desks, though extremely plain, looked as if they were daffy washed and polished; not a spot or splash of ink was to be seen on their bright surface. The large halls and spa¬ cious staircases showed no scratch or scrawl of the walls and no bits of paper on the floors. The children are evidently used to strangers visiting their schools, since their attention does not for a moment leave their work, to gaze in wondering curiosity at them. You look around the room containing some fifty boys or girls from seven to ten years old and when informed that they represent all classes from the patrician to the poorest peasant, yoni first impression i£ one of surprise to find them all so neatly and decently clad, and none dirty, ragged, or shoeless. The enquiry is naturally made, How is this ? ‘‘Yes,” they say, “Some, not many, come to us that way. hut they do not remain that way long. For dirt is but a habit of the eye, aud habits of the eye are quickly changed. W e wash the dirty ones and send them home with shining skins. A mother gets ashamed on finding that some other woman, or it may be a man, has had to wash her child. The child also becomes mortified, for all the little ones around him are clean and so two or three school washings result in having it afterwards done at home.” Science teaching is assuming a very prominent position in the Swiss school. This science teaching familiarizes the student with the universe in which he lives, and makes him, in the presence of the great laws and forces of nature, not a stranger but a child at home. It is being accepted that the system of education must be brought into closer re¬ lation to the new and far advanced knowledge of the time. It is being recognized that science is one of the moulding influences of the modem world: that it is at the foundation of material progress; that it is the basis on which much of the manufacturing industry and commerce rests; that many of the chief social ameliorations of the day are due to its influence; that some knowledge of science is indispensable in the elementary public school education of to-day. The industrial world has been made what it is by scientific discovery. Its prosperity must depend on the spirit of scientific knowledge among the masses of its workers, and it is only by the practical application of such knowledge to industrial processes that a country can hope to hold its own in the struggle of national competition. Again, the genius of invention has succeeded in producing hv machinery cheap and serviceable imitations of almost every necessary of life hitherto the result of skilled labor; that is, the artisan is daffy more and more becoming the servant of automatic 1030 EDUCATION REPORT, 1887-88. tools. All industries, even the pettiest, tend to centralization in afewhancls. In other words, if the work-shop is to hold its own against the factory it can do so only by super¬ ior taste and finish, the results of methodical, technical, industrial education and train¬ ing. It is inevitable that in the struggle for existence the “ fittest ” will prove to be those who combine intellectual knowledge with the practical knowledge necessary for the production of wealth. The claims of technical education have taken a strong hold on the educators of Switzerland as well as on the broadest and best trained of her public men. They have foreseen the necessity for that delicacy of touch and accuracy of eye (that have made Swiss mechanics, in some departments, the best in the world ) to be trained and educated for a supremacy in a field of wider range and more varied scope. This important question is attracting a constantly increasing amount of attention here, and much progress has been made in the establishment of industrial and manual train¬ ing schools, a review of which it was my purpose to include in this report ; but finding that it has already extended to such a length, it is deemed best to reserve for a separate supplemental report technical and industrial education in Switzerland. EDUCATION IN BRITISH INDIA. In addition to the statistics of elementary education in India, presented in Table 110, the following information is derived from the latest official report: Comparisons are instituted with the corresponding conditions for 1881-82, the year in which the royal commission investigated the workings of the education act with a view to devising measures for the improvement of the system. In 1881-82 there were 3,932 secondary schools for boys, attended by 215,731 pupils; 149,265 attending the English and 66,466 the vernacular side. In 1885-86 these schools numbered 4,083 and the pupils 394,508; 264,918 receiving a purely English education. In 1886-87 there were 4,160 schools and 404,189 students, of whom 271,654 were in the exclusively English division. During the last five years the number of male pupils re¬ ceiving a purely English education, introductory to a university course, increased 80 pet cent., while the number of boys receiving a superior mixed English and vernacular edu¬ cation was doubled. In 1886-87 the 7,678 advanced private schools were attended by 77,379 students, learn¬ ing Persian, Arabic, Sanskrit, or some other Oriental classic. The secondary schools for girls, which in 1881-82 numbered only 190, attended by 6,366 pupils, in 1885-86 had increased to 349, attended by 23,904 pupils, and in 1886-87 to 357 schools, attended by 24,904 pupils. The third and highest division of the Indian educational system, the collegiate section, comprises arts, law, medicine, engineering, and teaching. In 1831-82 the number of colleges in India was 85, the attendance numbering 7,582. In 1885-86 the colleges numbered 110, and the attendance 10,538. In the following year 114 colleges were at¬ tended by 11,501 pupils. In 1881-82 the sixty-seven art colleges, English and Oriental, were attended by 6,037 scholars; in 1885-86 eighty-six of these colleges were attended by 8, 127, and in 1886-87 eighty-nine colleges were attended by 8, 674. There were twelve law colleges in 1881-82, with 739 students. In 1885-86 there were sixteen, with 1,371 students, and in 1836-87 the same number of colleges, with 1,602 students. In 1881- 82 there were three medical colleges, with 476 students. In 1885-86 the three colleges had 584 students, and in 1886-87 the colleges were four in number, and the students 654. The engineering colleges, which in 1881-82 numbered three, with 330 students, rose in 1885-86 to four, with 447 students, and in 1886-87 the same colleges had 474 students. Passing from the statistics of attendance to those of expenditure, in 1881-82 the total cost of public instruction was $6,435,600. Four years later the total had risen to $8,304,000, and in 1886-87 to $8,719,200. At the beginning of the five years the Govern¬ ment bore 39 per cent, of this expenditure, while local and municipal funds contributed 17 per cent. , the balance consisting of fees, subscriptions, and endowments. In 1885-86 the share of the Government was 33 per cent. , the local and municipal bodies supplied 20 per cent., and the public the balance. The share assigned to local bodies does not entirely proceed from local taxation, as it includes a small sum contributed by the Gov¬ ernment. The governor-general in council considers that the proportion of the growth borne by local bodies should for the future exhibit a more marked increase than it has shown since 1885. There should be a tendency to decrease rather than to increase the propor¬ tion now defrayed from the public treasury. Technical education should only be sup¬ ported by the Government as an extension of general education, while it should promote such technical education of a special character as may be applied to the service of such existing industries as will profit by scientific research, scientific methods, and higher manipulative skill. CHAPTER XX. PAPERS ON EDUCATIONAL SUBJECTS. LIBRARIES AS RELATED TO THE EDUCATIONAL WORK OF THE STATE. READ BEFORE THE CONVOCATION OF THE UNIVERSITY OF THE STATE OF NEW YORK, IN THE SENATE CHAMBER, ALBANY, JULY 1, 1888. By Melvil Dewey, Director of the Columbia College School of IAbrai'y Economy. There runs a tradition of our craft ‘‘The librarian who reads is lost.” Who writes is indeed without hope. How grave his ease who tries to make a speech ! The modern librarian is too crowded with daily work to bring you carefully rounded periods or pol¬ ished sentences. He is content if able to make his meaning clear and lodge the thought of his mind in yours. You listen from year to year to special pleaders. Each man, as a rule, tries to mag¬ nify his office, and demonstrate that the topic in which he feels special interest is clearly first in importance. He pleads for vocal music, elementary science, hygiene, gymnastics, ethics, manual training, civil government, drawing. We are convinced of the value of every one, but alas, the list of necessary studies is like art, long, and school life for most of us pathetically short. We are forced mentally to brace against the carefully prepared points of the advocate. For three reasons I ask you to-day to follow me without this customary bracing against extreme views. 1. I do not magnify my office because it is mine, but rather have chosen it as a life- work because unable to escape the conviction of its superlative importance to education. 2. I come to you without carefully prepared arguments, and ask you simply to answer to your own minds my plain but vital questions. 3. Most important, the action to which I seek to lead you, instead of taking mere time, means relief to your overcrowded curricula. What I propose you will see is no entangling alliance, but rather is annexing a conti¬ nent. Were there time I should speak of the admirable work that has been going on in both east and west for the last five years between the schools and libraries. This has met with hearty recognition, has been often described in print, and is making its way rapidly through the country. But this is only the introduction to that deeper relation and recognition which is in the immediate future. And let me remind you before we begin that the library for which I speak is one which few of us have seen, except in promise. It is a library at present in its infancy. Remember your own history. Schools” were old when Paul sat at the feet of Gam¬ aliel and the quick-witted Greeks hung on the words of their teachers in the academy, lyceum, and the porch. But schools like those of which this convocation is the crown are young. When in this discussion we speak of schools, we mean that ideal for which we strive, which ought and is to be. Observe' the golden rule, and when we speak of libraries picture that ideal which I will briefly sketch. Go back neither .to the storied bricks and slabs of Nineveh and Babylon, nor to the myriad MSS. of mighty Alexandria, nor, coming t‘o our own time, to those institutions which in our library evolntion cor¬ respond to Squeers and Dothebovs Hall. We have many libraries still which have naught in common with our ideal, except books and the name: many that seem still carefully administered for the least good to the smallest possible number. Our evolution comes after yours. We are not so far advanced. Barely a generation ago the harmless incompetent, fit for nothing e]se. was set to teach school. . But in their dignity and strength most schools have new crowded out the incompetents. The libraries are following, and already the idea is giving way 1031 1032 EDUCATION REPORT, 1887-88. that men and women, who fail in everything else, and can get neither church nor school, patients, nor clients, are just the ones for librarians. Glance with me a moment at a sample of the old library and the new. The old was located in an out-of-the-way street, specially inconvenient to the majority who might want it; the building was unattractive, dark, damp, cold, unventilated, and ingeniously inconvenient; many of the books were on shelves so high as to require a ladder, were covered with dust, in shabby bindings, protected often with shabbier paper covers, soiled, torn, and generally discouraged in appearance; unused publie documents, old school-books, etc., nearest the door, the more attractive works in the attic or cellar; the shelves unlabelled; the books without numbers on the back, and possibly with none inside, and put on the shelves haphazard as they had come in, or in a classification so coarse that a reader seeking matter on a minute topic might require a week to look over the disorganized mass of literature in which he might or might not find something that he wished; its catalogues and indexes were chiefly conspicuous by their absence, or were so meagre, unreliable, and so destitute of clear grouping that the only way to find what was wanted was to read the whole catalogue. The library was open an hour or two now and then, and closed evenings, holidays, and vacations, for annual cleaning or for almost any excuse — on busy days, because no one had time to come; on holidays, be¬ cause the librarians also wanted those days for rest. Finally, and most important, the old type of librarian was a crabbed and unsympathetic fossil who did what he was forced to do with an air that said plainly he wished you had not come, and a reader among his books was as unwelcome as the proverbial poor relation on a long visit. It is a sorry picture, but by no means wholly fanciful. In many places those wTho knew would pronounce it a study from life. Contrast all this with the library as it should be, and in many cases will be. Placed centrally, where it is most accessible to its readers; the building and rooms attractive, bright and thoroughly ventilated, lighted and warmed, and finished and fitted to meet, as fully as possible, all reasonable demands of its readers; the books all within reach, clean and in repair; those oftenest needed nearest the delivery desk, labelled and num¬ bered; arranged on the shelves so that each reader may see together the resources of the library on the topic which he wishes to examine, kept constantly ready for inspection ; with simple and complete indexes and catalogues to tell almost instantly if any book or pamphlet wished is in the building; open day and evening throughout the year, and in charge of librarians as pleased to see a reader come to ask for books or assistance as a merchant to welcome a new customer; anxious to give, as far as possible, to each appli¬ cant at each visit that book which will then, and to Mm , be most helpful. These are the facts. The old library was passive, asleep, a reservoir or cistern, getting in but not giving out, an arsenal in time of peace; the librarian a sentinel before the doors, a jailer to guard against the escape of the unfortunates under his care. The new library is active, an aggressive, educating force in the community, a living fountain of good influences, an army in the field with all guns limbered; and the librarian occupies a field of active usefulness second to none. We will speak then of the relation of schools and libraries as they ought to be, and not of the failures of the past. It takes the world a great while to learn what seems afterward very simple lessons. A happy thought sometimes revolutionizes the common practices of centuries. It comes out as clear as lightning in the darkness and the world recognizes and accepts it, as wit¬ ness the telegraph and telephone and other modern miracles. Sometimes the new idea crystallizes so slowly that it seems like a geological formation. But whether with swift¬ ness of light or slowness of granite the world moves steadily forward. I suppose the man who first proposed attaching a wagon to the horse and making him draw that as well as his load was voted as great a visionary as the modern flying machin¬ ist. But when on a smooth road he proved that the same horse could draw ten times as much as he had carried, why the wise old world said “the man is right. Go to, now, let us build ourselves wagons.” Then the obstructionist (for the dear, dreadful, omni¬ present old fossil was surely there) said, “ In spite of his proof, the wagons are useless for they cannot run on our bridle paths.” And there was truth, as there often is, in the obstructor's position. But the world that built the wagons has built the roads. And when we remember that the builders have gone on to cross the continent with roads of iron aud were not dismayed at the great span of the Hudson at our feet, or at the huge Hoosac bulk which we can almost see beyond the other shore, you will hardly think the task too great to build the road of which I am to give you a bird’s-eye view to-day. If you will follow me you will recognize that without the libraries our schools can do but a fraction of their work. They are horses without wagons, engines without cars, canals without boats, except such skiffs and scows and rafts as chance may throw upon their waters. We must have proper carriages as well as motive power, and then must make suitable provision for broad and straight and level roads. We are spending our time and money with a freedom of which all the world is proud, LIBRARIES AS RELATED TO EDUCATION. 1033 to give our youth in our public schools not much information or culture, but only the simplest tools which, if rightly used, will enable them to educate themselves by reading. Of old it was only the learned few who could read; most of the world were limited to conversation. Now, we are told this is an art more rare than music, and only the edu¬ cated few are able to converse; but, except illiterates, everybody reads. Less and less from living voice, from pulpit or rostrum, and more and more from printed page, re people getting their ideas and ideals, their motives and inspiration. The mass of knowl¬ edge credited to nature and observation comes most of it, not directly, but through print. The eye, not the ear, is the great gate to tlie soul. The town-erier no longer rings his bell and shouts his message through the streets. Even if told orally, most readers wish to see “how it looks in print,” as an average reader of French wishes to see rather than hear the words. All that is worth knowing soon gets into type. What a boom if such only were printed ! As we study the question, it becomes clear that the difficulty and expense of reaching the people by the voice, and the cheapness and permanence of print make it necessary, if we are to educate and elevate the masses and make their lives better worth living, that we should, in some way, put in their hands the best reading. I say best, for read¬ ing is not necessarily good or elevating, though it certainly averages much higher than conversation because much greater care is taken in its preparation. Labor and cost bring into activity the law of survival of the fittest. But, if good books average higher than good conversation, bad books are more powerful for evil; for when ideas good or bad get into book form, they are apt to become vastly more potent. We have thus a double reason for our missionary work; to give good reading for its own sake and also as the best means to drive out and keep out bad. To teach the masses to read and then turn them out in early youth with this power and no guiding influence, is only to invite the catastrophe. Human fashion, they are quite as likely to get bad as good. The down¬ hill road is ever easiest to travel. The world agrees that it is unwise to give sharp tools or powerful weapons to the masses without some assurance of how they are to be used. Even George Washington got into mischief with his first hatchet. The children of another generation will see nothing especially wonderful about the telephone or electric light. So we, born to constant sight and use of books, seldom stop to think what a miracle they are. As distinguished from the brute the savage has the divine gift of speech. And when we think that the vibrations of the air started by the vocal chords convey to another the workings of the human soul, we no longer wonder that speech has been looked on as the direct gilt of the Almighty, a power too wonderful to have been invented by man. And when, a step higher, the image of his Maker dis¬ covered the art of writing, and learned to make spoken words permanent on wood or stone or clay, we do not wonder that the savage worshipped the chip that could talk or the bit of paper that unaided made a complete communication. Has there been anything in the world’s history so wonderful as a modern book? And remember that of late years the printing press has called to its aid graphic methods, color, form, the curves and co-ordinates of geometry and the many photographic processes, so that in many cases the book makes the author’s meaning clearer and more easily un¬ derstood than would be possible for a score of authors with the living voice. In proof of this consult some recent statistical atlas or the profusely illustrated volumes in science. Or take this very point of illiteracy: Here is a map on which is indicated by darkness of shading the amount of illiteracy in each section. Or to be more exact, here is a page with the list of all the States at the left, followed by columns representing each decade of this century, with the dates at the top of the page. Running across this page, opposite each State, is a curved line indicating by its height above the ruling, the percentage in that State that cannot write; for each year the rise and fall of the lines show the fluctua¬ tions graphically. A similar line in red opposite the same State in the same way shows the percentage that cannot read. Thus on this single page, at a glance, is told with geo¬ metrical accuracy the amount of illiteracy for the whole country; or for any given year, by reading down the proper column; or by reading across, the conditions of any given State during the whole century; or, by consulting the intersections of these columns as on a railroad time-table, the conditions of any place, at any time. No amount of oral statement could begin to give so clear an idea as a few minutes’ study of these two pages. Similar methods are being applied to almost every subject of human interest. Recent photographic processes have made exact pictures and all kinds of illustrations so cheap that a modern book, as compared with those of last century, is like a modem lecture on science in which every point is illustrated by experiments performed before the listener or by pictures thrown on the screen by a lantern, when compared with a mere oral state¬ ment which, however skilful the word painting itself and however clearly defined in the mind of the speaker were all the ideas of objects referred to, simply could not repro¬ duce them as clearly in the minds of the listener. Emerson says: “Consider what you have in the smallest chosen library. A company of the wisest 1034 EDUCATION REPORT, 1887-88. and wittiest men that could be picked out of all civil countries in a thousand years have set in best order the results of their learning and wisdom., The men themselves were hid and inaccessible, solitary, impatient of interruption, fenced by etiquette, but the thought which they did not uncover to their bosom friend is here written out to us, the strangers of another age. ’ ’ And his friend Carlyle adds: ‘ * Of the things which man can do or make here below, by far the most momentous, wonderful, and worthy, are the things we call books. ’ ' Reading is a mighty engine, beside which steam and electricity sink into insignifi¬ cance. Four words of five are written: “ It will do infinite - It remains for us to add “ good ” or “ill.” What can we do? Good advice and example, encourage¬ ment of the best, addresses, all these help, but no one questions that the main work is possible only through the organization and economy of free public libraries. Many have practically accepted this fact without clearly seeing the steps that have led, to it. It is our high privilege to live when the public is beginning to see more than the desirability, the absolute necessity, of this modern, missionary, library work. With the founding of New England it was recognized, though opposed to the traditions of great powers in church and state, that the church alone, however great its pre-emi¬ nence, could not do all that was necessary for the safety and uplifting of the people. So side by side they built meeting-house and school-house. The plan has had a long and thorough trial. None of us are likely to question the wisdom of bringing the school into this prominence, but thoughtful men are to-day, more than ever before, pointing out that a great something is wanting and that church and school together have not suc¬ ceeded in doing all that was hoped or all that is necessary for the common safety and the common good. The school starts the education in childhood; we have come to a point where in some way we must carry it on. The simplest figure cannot be bounded by less than three lines. The lightest table cannot be firmly supported by less than a tripod. No more can the triangle of great educational work, now well begun, be com¬ plete without the church as a basis, the school as one side, the library the other. The pulpit, the press, and wide-awake educators everywhere are accepting this doctrine. There is a general awakening all along the line. The nation is just providing in the Congressional Library a magnificent home for our greatest collection of books; the States are passing new and more liberal laws to encourage the founding and proper sup¬ port of free libraries; individuals are giving means for establishing these great educa¬ tional forces as never before. Witness Walter Newberry’s three millions to Chicago, Mrs. Fiske’s million and a half to Cornell University, Enoch Pratt’s million and a half to Baltimore, Judge Packer’s half-million for the library of Lehigh, Andrew Carnegie’s proffered quarter-million to Pittsburg, and proudly at the head, greatest of all library gifts, Governor Tilden’s five to ten millions left to New York, not to mention the hun¬ dreds of smaller gifts which mark the last few years New, large, and beautiful build¬ ings are being rapidly provided; new libraries are being started at the rate of one to three each week; old oues are taking on new life and zeal; Sunday-school and church libraries are organizing to enlarge and make their work more effective, and a great field of usefulness, at present hardly realized, is opening in this special direction; schools are being brought into direct and active relations with local public libraries. To one studying this great problem, the air is full of the signs of the time. As with the free school, so again, New England leads in free libraries, but her example is being followed with constantly increasing rapidity. Our fathers had to revise their ideas and introduce the free schools as an essential factor. The time has come when we must revise our conceptions of education, or refuse to recognize very significant facts. Education is a matter of a life-time. We provide in the schools for the first ten or fifteen years and are only come to the threshold of seeing our duty to the rest of life. We begin to see that the utmost that we can hope for the masses is schooling till they can take the author’s meaning from the printed page. I do not mean merely to pro¬ nounce the words or pass the tests for illiteracy, but to understand. Observation has convinced me that the reason why so many people are not habitual readers is, in most cases, that they have never really learned to read; and, startling as this may seem, tests will show that many a man who would resent the charge of illiteracy is wholly unable to reproduce the author's thoughts by looking at the printed page. And even with this tremendous modifier of the real number of readers we lose ground. I am no pessimist. I have no sympathy with croakers. I am proud to the last degree of the great work that is being done. But we cannot shut our eyes to the census. In 1870 fifteen per cent, of illiterates seemed an ugly item, but it had grown to seventeen per cent, in 1880, in spite of all our millions and all our boasts. Of the children of school age in this great State, how pitifully few get beyond the grammar school? And of those who become academic pupils, how many enter college? And to the saving remnant that graduates from col¬ lege, how much of the knowledge of after-life came from schools and how much from LIBRARIES AS RELATED TO EDUCATION. 1035 rending? We must face the facta. We must druggie to teach our masses to rend in our schools. Then they must become bread-winners; and if we c arry on their education we must do it by providing free libraries which bIuiII serve as high schools and colleges for the people. Our schools, at best, will only furnish the tools (how rudimentary those tools for most people uow), but in the ideal libraries, toward which wo are looking to-day, will be found the materials which, with these tools, may be worked up into good citizenship and higher living. The schools give the chisel; the libraries the mar¬ ble; there can be no statues without both. As this fact becomes more generally recog¬ nized, the time draws nearer when the traveller will no longer ask have you a library, but where is the library, assuming its existence as much as he now assumes that there must be a church and school and post-office. But if the library is to do the ideal work that we have in mind it must have some of the ideal qualities on which such work depends. This means a library differing rfiate- rially from both the types most familiar in the past, which we may call storage and recreation libraries. The first is a store-house, a cistern, an arsenal, mediaeval in its spirit, a literary miser, always getting in, seldom giving out. It was for holding and preserv¬ ing, and not for use, and is best illustrated by the miser who gets gold not to spend, but merely for the satisfaction of possession. The European libraries are largely of this char¬ acter, as are most State and government collections. The recreation type is a mental candy shop, and at the other extreme in every feature. It is wholly for use, but the use is wholly for amusement. It could be illustrated by a school that taught only games, or a hotel that in its dining-room served only sweet¬ meats. It has, to be sure, some excellent books, but supplied to meet the taste of its pleasure-seekers, as the confectioner gives those who wish it a bit of good bread to eat with their ice-cream. Surely every library ought to have an ambition to get and preserve books, and surely some place should be found in every general collection for fiction and humor. These ought, however, to be the embroidery, and not the web. A circulating library, run as a business, will of course take on the latter character, and supply whatever will be most readily taken by its customers. But the library in which we are interested to-day com¬ bi oes the good features of both these with others of its own, and is the institution that deserves the name of people’s university. It might well copy that broad legend from the seal of Cornell, ‘ ‘An institution where any person may find instruction in any study. ’ ’ Perhaps we should more clearly recognize its proper functions and be in less danger of confusing it with old ideas if we called it not a “ library, ’’but a “people’s university.” To the making of such a library many elements contribute. A building will not do it, though it be as beautiful as the Taj and as great as the Coliseum. Money and books, though essential, will not of themselves make such a library. I recall visiting a mag¬ nificent building on which about a million dollars had been spent. In it were many valuable books. It was in a great city, and a thousand readers daily ought to have found their way through its open doors. When I looked with surprise at the four or five readers who seemed lost in its superb rooms, my witty friend, the chief librarian, said, “Why, there is hardly a day passes that some one does not come into this library. ’ ’ And I recall a similar illustration which came under my personal knowledge. The detective force of a great city were in hot pursuit of a man who thought it impossible to hide from them. A literary man, to whom he had done a favor, undertook success¬ fully to secrete him through the entire day, and after dark he escaped. The place chosen, where he would be least exposed to recognition from chance observers, was in the public reading-room of a great library, which, like the one before mentioned, Was famous. for the number of people who did not go there. We have no time to-day to go into the questions that determine a library’s measure of Success. Mere mention of heads must suffice. Its location should be central and ac¬ cessible to all. Its building should be comfortable and convenient. Grandeur plays no part in usefulness. Its hours of opening should be long, for the people’s university, like the town pump, should seldom be closed to those needing it. The regulations should be liberal, with as little red tape as is consistent with the safety of* the books. It goes without saying that books, pamphlets, and serials should be well selected and as liber¬ ally provided as means allow. It would be hard to find a library in which from ten to fifty per cent, of its books could not be replaced with others more valuable for its use. In fact it is common to find collections where, if the very best could be chosen from the open market, one-quarter the number of books would have more value than the whole miscellaneous assemblage. After the book come the little-understood catalogues^ clas¬ sification, and analysis, which vastly increase their practical value. Only those with special experience can understand how essential to any high success are such appliances. Working in a library without them is like trying to find a score of men in a great city without a directory. You may chance on some one who knows the man you seek and can direct you to him, but the chances are that you will have a long disheartening search and perhaps fail entirely to find him. 1038 EDUCATION REPORT. 1887-88. Finally, and perhaps more important than all the rest, is the librarian. If he can fur¬ nish inspiration and guidance to the readers who seek his help then may we indeed look for a true university, whether large or small, for the small library should have all the high ideals of the large with the best of their books. And such a library is the real university for the scholar as well as for the people. Of old the pupil was continually with the teacher, and from his lips learned the sought-for wisdom; but the printing-press has revolutionized all this, and to-day many an earnest disciple has never seen the face nor heard the voice of his master, but has received all his teachings through the printed page. The “new education ” is chiefly distinguished by substituting the library for the text-book and dogmatic lecture. Seminaries are springing up in the best colleges in all departments. Students are taught to work in the library as the main object of their course, and when one is able to use skilfully a large bibliographical apparatus and to get quickly and accurately from a great library what he needs, he may indeed claim to have a good education. Of late years the college library has been taking an entirely new position. Of old it was attached to the chair of some overworked professor or put in charge of the janitor and opened four or live hours per week in term time only. Now it is being raised to the rank of a distinct uuiversity department; there are professors of bibliography, of books and reading, and at Columbia we have for the first time a chair of Library Economy. The libraries are being made as accessible as the traditional college well, some of them opening from 8 a. m. to 10 p. m.. including all holidays and vacations; they are receiv¬ ing endowments, e. g., the million and more to Cornell University. Professor Horsford’s great gift to Wellesley, Judge Packer’s half million to Lehigh, and the long list of funds given to Harvard, the Phoenix gift to Columbia, and so I might go on with hundreds of illustrations. New and beautiful buildings, some fire-proof, all vast improvements over what was thought sufficient in the last generation, multiply; Harvard, Brown, Amherst, Dartmouth, Oberlin, Yale, the Universities of Michigan, Vermont, and Pennsylvania; in this State Cornell, Syracuse, and Madison Universities, and so on. In New York City alone three splendid collegiate library buildings have just been finished for the General Theological Seminary, Union Theological Seminary, and our own at Columbia, which has cost over four hundred thousand dollars, and already we plan an enlargement. The colleges are waking to the fact that the work of every professor and every department is necessarily based on the library; text-books constantly yield their exalted places to wiser and broader methods; professor after professor sends his classes, or goes with them, to the library and teaches them to investigate for themselves, and to use books, getting be¬ yond the method of the primary school with its parrot-like recitations from a single text. With the reference librarians to counsel and guide readers, with the greatly im¬ proved catalogues and indexes, cross-references, notes, and printed guides, it is quite possible to make a great university of a great library without professors. Valuable as they are in giving personal inspiration, they can do little in making a university without the library. Just as truly as we found in popular education that the real school for the mass of people, and for all their lives except early childhood, was the library, so in the higher education the real university is a great library thoroughly organized and liberally administered. What we need now in higher education is not more colleges, but more libraries. Railroads have largely annihilated space, and for the preliminary training it is easy to send our boys and girls a few hundred miles to college; but for the training that must be carried on all through life they need the people's university close at hand where it may be reached without serious interruptions of regular pursuits. It is like the post- office and market compared to the registry of deeds. One does not object when he buys an estate to go a long distauceto record his title, but when he wishes to mail a letter he insists on having a post-office at hand. Higher education therefore demands new libra¬ ries at accessible points throughout the State, and their wise and economical establish¬ ment requires guidance and supervision such as the regents of the university can best supply. State after State has partially recognized the claim of the library by passing laws allowing communities to tax themselves for its maintenance, and the time has come when the recognition of its true place must be made complete. If New York will not now lead, as is her wont, at no distant day the greatest of the States will have to follow. If time allowed, I should like to sketch to you the recent development of the modern library idea. I merely mention the great steps, referring you for fuller information to the Library Journal, Library Notes, and the circulars to be had on application at the Columbia Library School. We date active progress from 1876, when, after a four days’ successful conference in Philadelphia, the American Library Association was organized. It holds annual meetings, marked among conventions by their practical work and enthu¬ siasm. The same year we started an official monthly organ, the Library Journal, now in its thirteenth volume. Shortly after followed that most important practical factor in the library work, the Library Bureau of Boston, which undertakes to do for libraries such work as is not practicable for the association or magazine. It equips large or small LIBRARIES AS RELATED TO EDUCATION. 1037 libraries with everything needed (except books and periodicals) of the best patterns de¬ vised by or known to the officers and committees of the association, of which it is the tangible representative for manufacturing and distributing improved appliances and sup¬ plies. It secures trained cataloguers and assistants or finds positions for those out of em¬ ployment, gives technical advice in its consultation department, and in all practicable ways fosters library iuterests. Ten years after the Journal, which, because of its limited circulation, barely pays expenses at five dollars a year, came its co-laborer, Library Notes, a quarterly magazine of librarianship, specially devoted to the modern methods and spirit, and circulated widely because of its low price. Last of the great steps came the school for training librarians and cataloguers, which two years ago was opened at Columbia College through the same influence which had before started the association, Journal, Bureau, and Notes. You who appreciate what normal schools are doing to improve our teaching will remember that librarians need a training school more than teachers, who have had the experience of their own school life as a pattern, for librarians till two years ago never had opportunity for training and came to their work like teachers who had been self-taught, and not only had no normal school advantages, but had never been in a school or class room even as pupils. As evidence of the growth of the idea, we may note that this library school, which began two years ago with a twelve-weeks’ course and pro¬ vision for five to ten pupils, has in two years developed to a course of two full years with four times as many students at work, and in spite of the rapidly increased requirements for admission is to-day embarrassed by five times as many candidates as it can receive. This means a recognition of the high calling of the modern librarian, who works in the modern spirit with the high ideals which the school holds before its pupils. Of this work I said recently to the collegiate alumnae: “Compare this work with that of the clergyman or teacher, whose fields of usefulness are universally put in the first rank. The clergyman has before him for one or two hours per week perhaps one-tenth or one-twentieth of the people in his parish. Not so many, indeed, when we remember how there are often little struggling churches of a half-dozen denominations, where one strong church could do all the work much better. Beyond this very limited number for this very limited time, the clergyman is dependent on the slow process of personal, parochial calls. I yield to none in my appreciation of the great work which he does, and do not forget the constant stream of good influences coming from his daily life, and the many direct efforts he puts forth; but I am speaking now of his work as a preacher, and of the limits which circumstances seem to set to it. 1 ‘ The teacher has a larger proportion of her constituency in the earlier years, but only for a few hours a day and only in the months when schools are in session. It constantly happens that just as she becomes deeply interested in a bright, promising boy or girl, and feels that here is an opportunity to develop a strong character by patient work, the child comes and says, ‘ I am not coming to school any more; I am going to work in the factory, ’ or, ‘ I am going to help mother at home. ’ For the great majority the work of education is hardly begun before the necessities of life take them away from the teacher’s influence. “But the earnest librarian may have fora congregation almost the entire commu¬ nity, regardless of denomination or political party. His services are continuous and in the wide-reaching influences of the library there is no vacation. When a bright boy or girl has been once found and interested and started, he is almost sure to continue under these influences all his life. It has been found entirely practicable for a skilful librarian thus to reach and interest people who have never been in the habit of reading; to lead readers into new and more profitable fields, and to create a thirst for better books. In fact the number of ways in which people can be helped is only equalled by the power and lasting character of this influence which comes from good books. Recognizing these facts there are preachers who are looking to the adoption of the library profession as a way to spread the Master’s word even more effectively than in the pulpit; and there are teachers whose whole hearts have been given to the cause of popular education, who are eager to enter this newer field, because they recognize in it a still wider opportunity.” Is it not true that the ideal librarian fills a pulpit where there is service every day during all the waking hours, with a large proportion of the community frequently in the congregation ? Has he not a school in which the classes graduate only at death ? Much is already done, and while the work is in its infancy, it is an infant so vigorous as to leave no fears of its manhood. A last great step remains to be taken, and to-day and here it ought to be begun. The State long ago recognized its school system as one of its bulwarks, and fosters it with yearly increasing expenditure. Now it must recog¬ nize educational libraries as necessary companions of the most successful schools. This eminent body represents the higher education of the Empire State, which the regents of the university are charged with fostering. Tell me if you think they can, without tak¬ ing action, face our facts that the best reading more than the schools give education to our people; that the colleges provide for only the trifling minority who can afford time and money to share in their great advantages; that the influence conceded to be the 1038 EDUCATION REPORT, 1887-88. most potent is left without guidance, supervision, stimulus, or support. When inspec¬ tion shows that a school has attained a certain standard, it is honored by being made a “regents’ academy.” Can we do less than give similar inspections to libraries, and when one Is lound doing the high work at which we have glanced to-day, honor it by making it a “regents’ library,” and by virtue of success in its high calling, a member of this convocation which represents the institutions that give New York its higher education ? What greater stimulus can we place before our growing libraries than such certain and official recognition of superior work ? Many advantages are sure to spring from entering wisely on this course. I do not advocate undue haste. The essential thing is to recognize the principle and then meet year by year the growing demand for advice and inspiration. There need be no oblig¬ atory supervision. A library secretary would soon have more requests for advice and help than he could well answer. New communities are constantly waking to the need of libraries, and would be deeply grateful for wise advice as to the best means of de¬ veloping interest, raising money, selecting, cataloguing, and circulating books, and the thousand details which make or mar success. It is well known to the experienced that the same money can be made to do double good under wise administration, and yet for lack of just such help as could be afforded at a cost to the State too trifling to be worth mentioning, many a community either fails to secure its library, or fails to get from it all the good that the time and money could be made to yield. There are few topics where technical knowledge and experience are so important as in establishing and administering successfully a library of the highest grade in its ideals, even though its income be small and its books comparatively few. It requires no vivid imagination to picture the practical value to the State if any town, about to found a new library or improve an old one. could come to the regents and have, without charge, the best guidance for its cas6 that the combined experience of the library world had yet worked out. Time allows me only to lodge the thought in your minds. No expensive machinery is required. A single salary, with a hearty recognition of the work, would start it creditably. Such an officer would soon find money and books placed in his hands by those wish¬ ing to give them where they would do most good, and recognizing his superior facilities for wisest distribution. The excellent results that have become notable from the re¬ gents’ school examinations would be duplicated in good effects ou library interests by competent inspections, reports, and suggestions to such libraries as wished them. New York’s splendid collection, the best owned by any State library, is about being moved into these adjoining rooms, which are admirably adapted for the focus of. State library interests and the central people’s university. The regent’s office is ideally fitted to be the centre of a system of university extension, such as is marking an era in the great English universities, and carrying to all parts of the kingdom the learning of Oxford and Cambridge and the other great schools, and for the first time giving them a practi¬ cal connection with the lives of the masses, and making them a new and mighty force in working out higher standards of good citizenship. This work naturally centres at local libraries. Fellows and teachers from the colleges go out for a trifling fee, to dis¬ tant towns, to give courses of ten to twenty lectures on political economy, history, lit¬ erature, science, or art : indeed, the whole range of the university curriculum is open. With the lectures are given references to the best books to be found in the local libra¬ ries, and the common people hear them gladly. Interest is aroused. Many are led to read and learn more than has been told them in the lecture. Those most interested meet for discussion and further instruction, and the practical results have been so much beyond expectation that the universities are allowing work of this kind to be credited as a part of a university course leading to a degree. This means that many a man who would otherwise spend his time idling about saloons, secures instead a higher educa¬ tion worthy the name. Cambridge alone, I am told, has carried on over six hundred of these admirable university extension courses in the past ten years. Do I hear some one say that New York ha3 tried the scheme of libraries for the State and that it has railed ? "With that story I am familiar. We have learned by experience what not to do. Every great movement is apt to succeed only through repetitions and failures. The district school system failed because too widely dissipated and because it had no supervision such as I have merely hinted at to-day. Who could expect twelve thousand libraries to be administered successfully in a State where there were not t welve men that could be fairly said to be thoroughly fitted for the work? The great State of New York led all the rest in recognizing, many years ago, the impor¬ tance of good reading and in trying to meet the want. Seventeen other States followed its example, and we are proud of our leadership. To-day State after State has left New York behind. More than once in our national library conventions have we of New York been forced to hear her slightingly spoken of because she was doing so little modern library work. But no State has yet given recognition to all that this new work itnplies. EDUCATION IN THE NORTH-WEST TERRITORY. 1039 If New York will again rise to the occasion and officially recognize the library as a part of its system of higher education and give to libraries of the highest type as fast as they reach the standards a seat in this convocation as being in fact as well as in resolution co-workers with the colleges and the universities, then again shall she wear her crown of leadership. If she fails, before many more meetings some other State will have seized the opportunity that now is hers. Gentlemen of the convocation, it is to-day your high privilege to lead. To-morrow it may be your bounden duty to follow. HIGHER EDUCATION IN, THE NORTH-WEST TERRITORY. By George W. Knight, Ph. D., Professor of History and Political Science in Ohio State University, Columbus , Ohio. [Read before the American Historical Association, at Washington, December 27, 188S.] Many of the members of this association have learned with pleasure that the National Bureau of Education, under the direction of the present Commissioner, Col. N. H. R. Dawson, has authorized the preparation and undertaken the publication of a series of monographs upon the history of higher educational work in the United States. This important undertaking, when completed, should be of great value to all who are engaged upon or interested in the growth and progress of American colleges and universities in general, their objects, scope, and success, their relations to and influence upon popular education on the one hand and upon the advance of higher educational ideas and attain¬ ments on the other; and finally, the results of these studies should throw much light upon the question, already broad and constantly broadening, of the relations and duties (if such there be) of the Nation and the State, under our democratic form of govern¬ ment, in the control or maintenance, at public expense, of higher educational institutions. Hearty thanks are due to Commissioner Dawson for this work, and also to Dr. H. B. Adams, who has prepared the first two monographs in the series and who is exercising editorial supervision over the others. The work in various States has been delegated to different men. and it having fallen to the writer of this paper to prepare the material for some of the States of the old North- West Territory, it is proper to announce that the following paper is of the nature of an essay, introductory to the history of the higher educational development in those States, based upon the writer’s investigations and monographs upon the other States of the ter¬ ritory, not yet published, the manuscripts of which he has been permitted to examine. INTRODUCTORY SKETCH. It is necessary in entering upon the discussion of a subject having no invariable and universal meaning either at all times or in all places at the same time, that the scope and signification of the subject be indicated at the outset. Higher education is a term of this sort, having a very different signification to-dav from that of fifty years ago. Even to-day the term, at least as practically applied, comprehends something quite dif¬ ferent at Cambridge, or Baltimore, or Ithaca, or Ann Arbor from that at Hiram, or Bat¬ tle Creek, or Chaddock, or fifty other places in the country. Without then attempting to set the exact bounds of the term, for purposes of histori¬ cal study it is within limits to consider the work of all those institutions calling them¬ selves colleges or universities and conferring the traditional baccalaureate degree or some modem variation, but to study in greatest detail those institutions which have unceas¬ ingly striven to embody the true university spirit, and whose strivings and achievements have had a more or less noticeable influence in giving shape and character to the higher education of to-day. The five States of the North-West Territory present features of exceptional interest and importance in the history, development, and attainments of the American higher edu¬ cation. Not that higher educational facilities have developed more rapidly or advanced ideas have spread faster and more widely than elsewhere in the United States, but that owing to certain facts peculiar, in a considerable degree, to the history of the territory, definite results have been attained and tendencies have been started that are exerting important influences outside the limits of the North-West Territory. These facts may he briefly indicated: First. — It was in connection with the organization of this territory that the Congress 1040 EDUCATION EEPOKT, 1887-88. of the United States first made grants of land for the endowment of educational insti¬ tutions both primary and higher. Thus the question immediately rises as to the origi¬ nal design of Congress in making these endowments and the influence and effects of their action upon the development of educational policies. Second. — The territory contains probably the weakest college in the United States that is classed as a State institution, and is controlled and nominally supported by the State; it also posesses the strongest and most successful university in America that has from the outset been controlled by the State and sustained solely by a national grant and the proceeds of State taxation. In consequence a study of the history of the territory should disclose some of the conditions precedent to the establishment and successful "mainte¬ nance of direct relations between the State and the higher education. Third. — The territory contains a State which has in operation more colleges than any other member of the Union; while in another State of the territory policy and public sentiment have apparently tended to check the founding of numerous colleges, while they have favored and fostered a few, and notably the State University and State Agricultural College. A study of this phase of the history of the territory ought to assist in answering the oft repeated query whether the progress of the true higher education is in any marked degree dependent upon the number of colleges within a given area of territory. Fourth. — The territory as a whole — the five States now composing it— show in their history the gradual but steady development of the idea that the interests of the State and of education are conserved by a liberal and hearty support of a State university, controlled by public officers and relying not upon private endowment but upon public grants and appropriations for their income. There has been a slow but marked disap¬ pearance of the doctrine of laissez faire as applied to higher education and the appear¬ ance in its plaoe of the idea of the advisability if not the duty of State support and cen¬ tralized effort. Not that a State university is to be established and maintained at the expense or detriment of private sectarian or non-sectarian colleges, or with the remotest thought of supplanting them, but that the public education of the youth of a State be¬ gun in the common schools scattered throughout the State, continued in the high schools less numerous and for the most part confined to the cities and towns, may properly be completed, for those who desire to avail themselves of it, at a State university equipped for undertaking such collegiate, university, and advanced special and professional in¬ struction as the collective will of the people may direct. Much of the history of higher education in the North-West was, however, enacted be¬ fore this idea had received any extensive development or was involved in its develop¬ ment, and the chief preliminary inquiry to be made in an historical study of the sub¬ ject is, “ By what theories and upon what bases have the colleges and universities of the North-West been organized?” The chief purpose of this introductory sketch is to afford a general, and it is hoped satisfactory, answer to that inquiry. The fact that Is apt first to impress the most casual observer of educational matters in the North-West is the existence of a surprisingly large number of colleges in the five States in consideration. The second fact to attract his attention is the unequal distri¬ bution of those colleges among the five States. His next discovery, if he continues the examination, will be that in each of the two States that contain far less than their pro¬ portionate number of colleges there is a large and strong State university. In order that these facts may be more clearly evident a few statistics must be given here. There were in operation in the five States of the North-West Territory in 1886, 93 col¬ leges and universities, conferring degrees, including 5 scientific and technical insti¬ tutions. There were also 2G institutions for the superior instruction of women, the majority of them conferring degrees, making a total of 119 higher educational institu¬ tions, not including any strictly professional schools unconnected with colleges or uni¬ versities proper. Of the 93 colleges then in operation 1 was in existence in 1810, 2 in 1820, 7 in 1830, 20 in 1840, 33 in 1850, 58 in 1860, 77 in 1870. Of the 26 women’s colleges and semina¬ ries 1 was in existence in 1830, 5 in 1840, 11 in 1850, 19 in 1860, 21 in 1870. Many other so-called colleges have been established that after a fitful eareer have disappeared leaving no traces except a few graduates and considerable indebtedness. In Ohio, for example, 14 universities and 42 colleges were chartered before 1860, of which but 22 are open to-day, showing the death of 34 colleges in that State alone, or more than are living in any other State to-day. The foregoing statements show, by a little comparison, that the old North-West Ter¬ ritory contains more colleges and universities than are to be found to-day in the thirteen original States of the Union, omitting Georgia and South Carolina, and that if the same ratio according to population obtained as in the eleven original States, the North-West would have but 56 instead of 93 colleges. EDUCATION IN THE NORTII-WEST TERRITORY1. 1041 Of tlie 93 colleges 34 are located in Ohio, 1G in Indiana, 25 in Illinois, 10 in Michigan, and 8 in Wisconsin.1 Of these, 9 are in fact or in name State institutions, more or less closely connected with the State, distributed as follows: Ohio, 3; Indiana, 2; Illinois, 1; Michigan, 2; Wisconsin, 1. Of the remaining 84, 11 are non-sectarian in their organization, of which 7 are located in Ohio, 1 in Indiana, and 3 in Illinois. Seventy-three are under the con¬ trol or patronage of various denominational or sectarian organizations, as follows: In Ohio, 24; in Indiana, 13; iu Illinois, 21; in’ Michigan, 8, and in Wisconsin, 7. Of the institutions for the higher education of women 7 are non-sectarian and 19 are under the patronage of religious denominations. ■Without counting the institutions for the higher education of women Ohio has more colleges and universities than any other State in the Union; Illinois, if she possessed one more college, would rank second, while Indiana holds the seventh place among the States, Michigan twelfth, and Wisconsin sixteenth. Any adequate interpretation of the history of the higher educational movement in the North-West must explain the causes producing this great diversity in the number of col¬ leges in these States, for it is not accidental nor unimportant. In tracing out such an explanation it will be convenient at the same time to dwell upon the changing relations of the State to higher education, not because the two phenomena are necessarily inter¬ dependent (though some may be disposed to consider them as different results of the same set of causes), but because in this way the necessity of twice traversing the field will be avoided. Down to a point well along in the present century the almost universal belief was that the care of higher educational concerns belonged to and should properly be left in the hands of religions organizations; and the practice corresponded to the belief. Indeed, the recognition of the duty of the State to provide any free and public educational facili¬ ties of the lowest type hardly antedated that period in some parts of the country. Ohio was not worse than other States in this regard; yet Ohio, admitted to the Union in 1803, had been a State for twenty years before a tax for common school purposes was author¬ ized; nearly twenty-five years before it was made the duty of the townships to provide schools, and nearly forty years before any State school fund was provided other than that arising from the Congressional land grant. When Ohio was settled a separate de¬ partment of education in either State or National Government, unless the writer is grossly misinformed, was unknown in American statecraft. As for the higher education there was at that time no college in operation in America directly subject to State control. A few colleges had received gifts of money or land from the legislature of the colony or State in which they were situated, but they were essentially private colleges so far as their management and policy were concerned, and perhaps the majority were under de¬ nominational patronage. Washington, Madison, and a few others desired the founda¬ tion of a great national university, and Jefferson had begun his long struggle for a State university in Virginia; but the idea was not often advanced, and was less often accepted, 1 Colleges iu existence. States. 1810. 1820.1 1830. 1810. 1850. j I860. 1870. 1886. Ohio . 1 I 2 5 10 15 ! 22 24 34 Tudiana . 2 6 7 i 12 14 1 16 Illinois . 3 5 1 11 22 25 Michigan . 1 2 ! 8 9 10 Wisconsin . 4 5 8 8 Total . . . 1 . 1 j 20 33 58 93 Women's colleges in existence. States. 1830. 1840. 1850. 1860. 1870. 1S86. 1 4 | 10 10 11 Indiana. ... ... . ! 1 1 2 Illinois . . 1 | 4 5 9 Michigan . 1 Wisconsin . . . 3 3 ! 3 Total . . 1 5 1! 19 21 26 06 ED 1042 EDUCATION REPORT, 1887-88. that either Congress or the State should take any active part in the support or control or even regulation of higher education. The grant of lands by Congress in 1785 and 1787 for the support of common schools and a university in the North-West Territory has often been regarded as a definite and conscious departure from these old educational traditions. This position has never been substantiated. On the contrary, it seems to have been established beyond question by recent investigations that, so far as Congress was concerned, whatever may have been the ultimate aims and hopes of individuals, the grant of two townships to the Ohio Company in 1787 for a university “ to be applied to the intended object by the Legisla¬ ture of the State” did not constitute the deliberate adoption of a policy of “national aid to higher education.” It was on the part of Congress merely a business transaction, and there is no evidence that it was considered by any one at that time as a measure likely to be influential in giving shape to the educational policy of Congress or any fu¬ ture State. Neither is there evidence that Parsons or Cutler, when they advocated and obtained this grant, had developed any novel theory as to its future use. Rather, as their ancestors had early laid the foundations of a college at Cambridge, and had obtained assistance from the general court, so here in the “later New England ” they desired to plant a local college, and with characteristic shrewdness discovered that its original en¬ dowment might easiest be obtained from the national landowner. Through the prece¬ dent forced upon the Government by these shrewd New Englanders Congress drifted into the policy of endowing a college or seminary of learning in each new State. It has been assumed or asserted by later generations that, after it had been decided that the grant of lands should be made, it was the well-defined intention of all con¬ cerned that the institution eventually receiving the benefit of this endowment should be in a broad sense a State institution closer in its organic relations to the Government and people than a college on a private foundation. Careful investigation has shown this assumption to be erroneous. The idea of State support, regulation, and control of a college or university, involving a wide departure from prevalent theories, was not so suddenly and easily implanted in the West. The only conditions attached by Congress to the grant of land were (1) as to the lo¬ cation of the grant, and (2) that it should “be applied to the intended object by the Legislature of the State. ’ ’ The grant itself and both these conditions were inserted in the contract at the request of Dr. Manasseh Cutler, the agent of the Ohio Company in the transaction. But for his persistency no grant would have been made for a university at that time. Consequently, his views concerning the nature of the university, if as¬ certainable, should determine conclusively this important point. His grandson says: “ Of all the plans for the future involved in the purchase this one of a university was, perhaps, the favorite with Dr. Cutler.” ( Memoirs of Manasseh Gutter , II, 33.) Until 1799, twelve years after the contract was made and settlements begun by the Ohio Company, no steps had been taken to organize the university. In the years 1799 and 1800 a correspondence touching the university was carried on between Dr. Cutler, then resident in Massachusetts, he never having removed to the West, and Rufus Put¬ nam, in Marietta. The recently published memoirs of Dr. Cutler contain the entire correspondence, and portions of it had been published previously. February 3, 1799, Gen. Putnam wrote to Dr. Cutler giving a few suggestions concern¬ ing the proposed university, and concluding : “I hope you will give me your opinion, or rather a systemized plan applied to our circumstances and the objects we have in view.”1 July 15 Dr. Cutler responded: “I have attempted to throw my ideas on paper * * * but I have not been able to mature my mind sufficiently to satisfy my¬ self, and am sure I should not be able to satisfy others. * * * So far as I have had opportunity I have consulted the charters of public seminaries in Europe and America. Those in our own country are the tnost modern and best adapted to the purposes in¬ tended.” 2 August 7, 1779, General Putnam again urged Dr. Cutler to send on his plan, writing as follows: “This request I must again renew, and by a systemized plan, I mean a bill in form of an act, or law, incorporating A. B., C. D., etc., and defining their powers, ac¬ companied by such remarks as you may think proper to make. We are totally destitute of any copy of an incorporating act, or charter of a college, or even an academy ; but this is net my principal reason for applying to you. It is a subject I know you have long thought of, therefore I request of you not only the form, but the substance.” 3 June 30. 1800, Dr. Cutler wrote to Putnam enclosing a “Charter of University” which he had drawn up for the proposed institution, accompanied by a long letter in the nature of a commentary on each of its sections. This charter, which was in form for adoption by the territorial legislature, provided in substance for the creation of a body politic by the style of “ The Board of Trustees of the American University,” composed of eleven men to be named in the act of incorporation. The power of perpetuating the 1 Memoirs of Manasseh Cutler, H, 19. 2 Ibid., 20, 21. Hbid., 21, 22. EDUCATION IN THE NORTH-WEST TERRITORY. 1043 board was vested in the trustees; they were given authority to establish a university and to determine and regulate its policy and government; the two townships of land were to be turned over to the corporation, which was to have lull power “forever lieie- aiter,” to have and rent the lands for the benefit of the university, and to apply the in¬ come as the trustees should direct. 1 From the foregoing several things are to be noted: (1) Twelve years after the Con¬ gressional grant had been made, the man at whose solicitation in had been given— a man of broad culture and wide information — had not yet determined to his own satis¬ faction how the university should be organized. (2) His plan when finally completed created merely a private corporation such as would be created for any college, and made it a close corporation. (3) To this corporation he would give full and absolute control over the Congressional grant, save only that the lands should not be deeded in fee by it. (4) The amount of property that might be holden by the corporation was to be limited as in most private corporations. (5) No right was to be reserved to the Territory or the State to modify the charter at any future time. (6) In no manner, either directly or indirectly, was there in this plan any specified or implied recognition that the institu¬ tion when once created was to occupy any different position in the State or relation to the people than that filled by any other private college. The inevitable conclusion is that in 1787, when the grant was made, the idea of estab¬ lishing a State university had not been conceived by the projectors of this institution, and that by the clause in the contract that the two townships of land for a university “be applied to the intended object by the Legislature of the State,” it was merely in¬ tended that the Legislature should hold the lands as a temporary trustee until it should have chartered some university and bestowed the lands upon it, after which the institu¬ tion should be merely a private corporation, and the duty of the State in the premises should cease. Two years after Dr. Cutler had drafted and sent on his proposed charter the territorial legislature passed an act establishing a college, and giving to it in trust the two townships. This act of incorporation was in the main the one prepared by Dr. Cutler, but with sun¬ dry modifications that radically changed the scheme of its polity. The first trustees were named in the act to serve during good behavior, but their successors were to be chosen by the Legislature of the Territory or State, whenever vacancies occurred. No limit, as in the case of private corporations, was placed on the amount of property that might be held by the corporation. The Legislature specially reserved the power to ex¬ tend or diminish the powers granted to the trustees, “as shall be judged necessary to promote the best interest and prosperity of the said university.” These changes from the plan of Dr. Cutler, which some writers have thought unimpor¬ tant, modified in toto the legal relation between the State and the college. Instead of becoming one among many private colleges, the institution was from a legal standpoint brought under State supervision. It does not appear, however, that at that time it was contemplated that the State would ever be called upon to assist in sustaining or enlarg¬ ing the college, or that it would be connected with any public system of education. The naked legal relation was established, and nothing more. Future support and control by the State was made possible ; that it was contemplated is hardly probable. Why, and by whose influence the plan of Dr. Cutler was modified, as indicated, does not ap¬ pear. Should this point be determined it will supply an important link in the histori¬ cal chain. In its absence it is reasonable to infer, since Dr. Cutler, the chief promoter of the college, contemplated the establishment of an institution subject to private con¬ trol, and since educational sentiment in the settled parts of the country favored private colleges, in fact, hardly conceived of a college on any other basis, that the Legislature did not intend to found a State university in the sense that That term is employed to-day. After Ohio became a State, the Legislature passed an act rechartering the university. This act, similar in all important respects to the territorial charter of 1802, changed the name of the institution to Ohio University, located at Athens, and existing to -day as the oldest college in the North-West Territory. Miami University, founded upon another Congressional grant of land within Ohio, was organized a few years later upon a basis similar to that of Ohio University. While these two institutions were closely related in their legal status to the State, there was no general public sentiment to sustain and make more prominent that legal relation. They were looked upon by the people of the State as mere local colleges, and it is doubtful if their semi-public character was generally understood or known. They appear to have been considered as no better, no worse than other local colleges which soon sprang up. Ohio, while its first settlers and its organic laws came mainly from New England, soon contained settlements from various parts of the country, and, what is more important in its educational history, embraced adherents of almost every denominational variety of 1 Memoirs of M. Cutler, II, 21 1044 EDUCATION REPORT, 1887-88. Christianity. Accustomed to the prevalent ideas in the East, as the adherents of these various sects became more numerous in Ohio, first one and then another established an academy, a college, and perhaps a theological seminary for the education of its sons, and eventually of its daughters. Each denomination felt that its children should be edu¬ cated in an institution controlled by its own church or at least not in one controlled by any other sect or by no sect. Religion and higher education having usually gone hand in hand in the older States, it was natural that they should in the new. If there were few colleges in New England, they argued, it was because there were few religious sects. In the broad State in the West, where all nationalities and all shades of religious belief were finding an abiding place, separated as they were from the older colleges of the East, each denomination felt it an imperative duty to establish a college, and of course with it an academy or preparatory school. Local pride, too, often contributed to establish a college in one town because there was one in a neighboring town. Occasionally a non¬ sectarian college was founded solely in the interest of liberal culture and training, but such were few. The two State colleges which had been established were hardly men¬ tioned outside their immediate localities, and public sentiment, as reflected in the Legislature, entirely neglected them. Indeed, each of these institutions was dominated for a time by a prominent religious sect. Every student of history has noted how tendencies, prejudices, or modes of action once thoroughly started in a community or a State, continue to exercise a powerful sway long after the reasons for them have disappeared or lost their force. In Ohio, for exam¬ ple, there is still a peculiarly strong and sensitive opposition to any suggestion of be¬ stowing the veto power upon the Governor; simply because the territorial Governor nearly ninety years ago abused that power shortly before the State constitution was framed, and, as a consequence of the temporary anger of the people, the State constitution was framed withholding the veto power from the Governor. So the theory that the existence of an extremely large number of colleges is essential to the interests of the people and to the cause of higher education, regardless, appar¬ ently, of the character, scope, and thoroughness of the institution, has perpetuated it¬ self in Ohio. In that State to-day the law governing the incorporation of colleges is substantially that in force for the last forty years, and under its provisions any five per¬ sons may associate themselves, and, by filing with the Secretary of State articles setting forth the name, location, and object of a proposed college or university, shall receive a certificate of incorooration entitling them to all privileges and powers usually exercised by a college. There is no specification or limitation as to the nature of the courses of study or degrees to be granted and no supervision by the educational department of the State. These laws have facilitated the founding of colleges. Have they tended to in¬ sure the stability and prosperity of the institutions founded under their provisions? Extending investigation over the entire territory it is seen that the five States sepa¬ rate themselves into two groups. The southern tier, consisting of Ohio, Indiana, and Illinois, was settled first and the population and institutions of the three States appear to have been mainly of a similar origin. They became States at dates so slightly sepa¬ rated that the same set of causes naturally affected their organization and much of their policy. The northern two, Michigan and Wisconsin, belonged to a later generation; an interval of nearly twenty years elapsing between the admission of Illinois (the last of the southern tier) and Michigan (the first of the northern). Consequently while Mich¬ igan and Wisconsin would naturally be dominated by similar sentiments and have simi¬ lar constitutions and fundamental laws, they with equal naturalness reflect in those institutions the sentiments of a later day than those represented in the institutions of Ohio, Indiana, and Illinois. Further, the tendency of the streams of migration in this country to follow in a gen¬ eral way the parallels of latitude, had its influence. In Indiana and Illinois the major¬ ity of the early settlers who gave shape to the institutions of those States were of the same classes and conditions and possessed of similar ideas with the founders and early settlers of Ohio. There was no sentiment even among the foremost men of those States favorable to or even appreciative of the idea of State universities as a part of the public educational system of an American State. With difficulty were these States at first in¬ duced to provide for the maintenance of common schools, and when private corporations were ready and anxious to organize and maintain colleges the desirability or the useful¬ ness of a State university was not perceived. Accordingly in Indiana the territorial leg¬ islature in 1806 bestowed the Congressional grant upon a private college at Vincennes, and appear not even to have discussed the establishment of a territorial university. In 1816, when Indiana became a State, another township of land was given by Congress, and a seminary was organized which in 1828 became the College of Indiana, but organ¬ ized much as the two Ohio institutions had been. Though the subsequent developments of this institution since about 1850 has shown that the true higher educational idea has been grasped and applied, its early career was marked by no events of peculiar and spe¬ cial influence upon the development of the higher education in the North-West. EDUCATION IN THE NORTH-WEST TERRITORY. 1045 In Illinois, though the State received a land grant in 1818 for the endowment of a col¬ lege, the proceeds of the grant were borrowed and used by the State for other purposes until 1857, when they were bestowed upon a normal college or university. At the same time, both in Indiana and Illinois, the freest scope was given by public sentiment and by law for the incorporation and establishment of private colleges, and iu Illinois, es¬ pecially, many were founded under the support of the various denominations, and upon the New England model. Turning, now, to Michigan, the first settled and admitted of the northern tier in the territory (if twTo may be considered a tier), a different set of forces is found to have shaped the higher educational policy, and, as a consequence, a somewhat different educational status exists at the present time. In that State was brought to maturity, in its practical application, a theory of the State’s relation to the education of its citi¬ zens that has exercised a greater influence upon other States than is attributable to even that grand idea of a auiversity for which Thomas Jefferson strove so hard and with such ultimate success, and whose history has been recently told in the scholarly mono¬ graph of Dr. H. B. Adams.1 It is true that general educational ideas had advanced much in the thirty years just preceding Michigan’s organization as a State’, and that she could take advantage of that progress, but, independently of other American States, she worked out and put iu opera¬ tion something different in an educational way than had existed before. In 1817, when there were not over 7,000 people in the territory, the first steps were taken to organize the higher educational policy of the territory. In that year, as the result of a conference between Rev. John Monteith, a young Princeton graduate living in Detroit, and Hon. A. B. Woodward, one of the judges of the territorial court, an act was adopted by the Governor and judges of the Territory establishing the Cathole-pister- niad, or University of Michigan. This act, as redolent throughout as in its title with the pedantry of its author, w’as drawn by Judge Woodward, and the advanced ideas lying underneath its polyglot covering were in the main inserted by the learned judge; whence he derived them is not altogether determined, but probably many of them, like the un¬ familiar Latin and Greek titles of professorships in the act, were original with Judge Woodward, while some were undoubtedly borrowed from France. By this act the nature of the university was prescribed, and in addition to the uni¬ versity functions proper, the institution was given the right ‘ ‘ to establish colleges, academies, schools, libraries, laboratories and other useful literary and scientific institu¬ tions throughout the various counties, cities, towns, and other divisions ’ ’ of Michigan. For its benefit the taxes were increased 15 per cent. In essence, this act subordinated all public education in the territory to the control of the university and made the latter the head of the educational body. It is doubtful if in the whole educational history of the United States more suggestive ideas can be found in any single enactment than in this brief law covering less than two pages of the ordinary statute book. In it lay com¬ plete the idea of the duty of the State to undertake the whole educational work from lowest to highest. Under its provisions two professors were appointed, the one a Prot¬ estant clergyman, Rev. John Monteith, the other, Gabriel Richard, the Catholic bishop of Michigan. The appointment of two such men is still farther evidence of a new de¬ parture in educational matters. They proceeded at once to establish primary schools in the three principal settlements in the territory and a college or rather an academy in Detroit. No higher educational work was at that time possible nor attempted, but the all-important idea was planted that a university, even though for a time it exist in name only, was a part of the public educational system and should have direct relation with the primary and secondary education.2 In 1821 the act was superseded by one clothed in nineteenth century English, modi¬ fying and recasting the university. The important feature was retained that the trus¬ tees in addition to establishing a university “might from time to time establish such colleges, academies, and schools dependent upon the university as they might think proper.” The college township granted by Congress was to be placed in the care of the trustees and the schools established under the first organization were turned over to the new one. From 1821 till Michigan became a State this corporation, though it did not establish a college, maintained the academy and schools and kept prominent the idea that a State university was to be established as the cap to the educational pyramid of the State. "When the State constitution was framed in 1835 provision was made for the creation of the office of State superintendent of public instruction. The evidence is clear that this provision was in imitation of the Prussian system; a stray copy of Cousin’s famous 1 Thomas Jefferson and the University of Virginia. By H. B. Adams, Ph. D. (B. S. Bureau of Edu¬ cation, Circular of Information, No. 1, 1888), Washington, 1888. 2For an excellent account of this educational beginning in Michigan see an article on territorial schools in Michigan by Prof. Lucy M. Salmon, in Education, volume for 1885. A good account is also given in Ten Brook’s History of State Universities and the University of Michigan. 1046 EDUCATION EEPORT, 1887-88. “Report ” having a short time before fallen into the hands of the member of the consti¬ tutional convention who introduced and advocated the clause creating the office. Rev. John D. Pierce, a native of New Hampshire, a graduate of Brown University, and a resident of Michigan since 1831, was immediately appointed to the office, and among his first duties was that of reporting a plan for the organization of the common school sys¬ tem and a university and its branches. Mr. Pierce was familiar with the history of the territorial university organization and he too had studied Cousin’s “Report.” As a re¬ sult, in 1837 he presented a report to the Legislature containing elaborate arguments in favor of the establishment of a university upon a broad basis. He advocated one cen¬ tral university and the establishment of branches in each county and an intimate rela¬ tion between the university and the educational department of the State. In substance, the Legislature adopted his plans, and the university which for twenty years had ex¬ isted mainly on paper soon began its actual educational career. While considerable modification has been made in its organization the State has never once wavered from the position that the university was rightly the crown of the public educational system of Michigan. Though the original idea of giving the university control over secondary education was abandoned in 1837, it was in 1870 virtually re-established, when the uni¬ versity announced that thereafter it would’ admit without examination to its Freshman classes graduates from such public high schools in the State as would adjust their courses to fit the university requirements for admission. As a result the high schools of the State have as a rule met the standard set by the university and respond as quickly to a modification of the university’s entrance requirements as if the university govern¬ ment had direct authority to authorize a change in the high school courses. It has seemed fitting to enter into such details in order to show that the idea of a great State university'*, controlled and managed by public officials, endowed by the National Government and assisted by State taxation, was a growth in Michigan from causes not common to the three older States, and that by the time Michigan was ready to open her university for students, the theory of State control, and so far as necessary State sup¬ port, of a university, was accepted as a natural function by her people. At the same time the general collegiate experience of Michigan has been noteworthy. Comparatively few sectarian colleges have been founded, and their character and scope have placed them in a good rank as compared with similar institutions in the West. It is believed that this has not been the mere result of chance or accident. Superintendent Pierce, at the beginning of the State’s career, in his report for 1838, raised the question whether any charters for private colleges should be granted by the State, and himself took a radical position against the issuance of such charters. In discussing the subject he expresses himself forcibly, and as many then thought and will now think intemper- atelv, saying that by the decision of this question by the Legislature it would be de¬ termined “whether the State shall eventually assume the first rank in the republic of letters by founding and rearing up an institution of noble stature and just proportions, worthy alike of the State and of learning, and equally worthy the name of university, or whether the State shall ultimately sink to a low level in the world of knowledge, hav¬ ing institutions under the imposing name of colleges scattered throughout the length and breadth of the [land] State, without funds, without cabinets, without apparatus, without libraries, without talents, without character, and without the ability of ever maintain¬ ing them. If one is granted others must be, and there is no limit. If one village ob¬ tains a charter for a college all others must have the same favor. In proportion as they increase in number, just in that proportion will be their decrease of power to be useful. ’ ’ The Legislature, in a long and able report of one of its committees, took issue with the superintendent, and refused to adopt his views. Provision was soon made by which colleges might be organized and chartered. The general law of the State for nearly forty years has provided in substance that while any five men may receive a charter as a col¬ lege corporation, they must first show that stock or legacies to the amount of $30,000 have been provided, and that fifty per cent, has actually been paid in. The college is then given usual collegiate powers with the right to confer the customary degrees, * “ pro¬ vided that the course of study shall be in all respects as thorough and comprehensive as is usually pursued in similar institutions in the United States.” The college must make annual reports to the superintendent of public instruction on certain specified matters that will give him a knowledge of their condition and work. Further, the su¬ perintendent annually appoints a board of visitors for each of these private colleges, and this board must submit to him an official report of their examination, which report is published by the State. From the foregoing it is to be noted that while the establishment of colleges has been provided for and in no way discouraged, all such institutions have been made in a reas¬ onable degree subject to State regulations and to public and official visitation. That thes<* provisions have had a wholesome infiuence upon the character, scope, and develop¬ ment of the colleges in Michigan can hardly be questioned. W isconsin modelled her university and her entire educational system upon that of Michi- TRIBAL RELATIONS AMONG THE METLAKAIITLANS. 1047 gnn, and if the development of her State university has not been so marked as in the case of Michigan, it is mainly due to the fact that it is younger. Indiana has for some years been working along the same line of development, and Ohio and Illinois have so far modi¬ fied their earlier policy as to take advantage of the land grant of 18G2 for agricultural colleges, and by a somewhat broad interpretation of the provisions of tlio graut have founded each a university upon a broad and liberal basis. To conclude in a few words, the history .of the higher educational movement in the North-West shows the foundation, especially in the older States, of many private colleges, each of which in its own field is doing higher educational work. Along with the estab¬ lishment of these colleges has come the development and spread of the State university idea, not as antagonistic to the private colleges, but as co-operative with or supplemen¬ tary to them, and as rounding out the public school system, which obtains in all the States in the territory. The value of a strong central university, with numerous depart¬ ments, ample libraries, laboratories, and scientific apparatus, and facilities for post gradu¬ ate and professional study has been steadily gaining appreciation, not only for the imme¬ diate educational opportunities afforded, but for its regulative influence upon the character and scope of the secondary education, and its indirect influence upon the life and culture of the people under a democratic form of government, where public safety demands the education of its citizens. TRIBAL AND FAMILY RELATIONS AMONG THE INDIANS OF METLA- KAHTLA. In the Report of this Office for 18S6-87 a brief account was given of a trip made by the Commissioner to Alaska and of the tour of inspection made in July, 1887, in obedience to the direction of the Secretary of the Interior, to see that the orders of June 15 in re¬ lation to the schools in that Territory were being complied with. Upon that visit it was the good fortune of the Commissioner to meet with the English missionary, William Duncan, and to be present on the occasion when the Indians with whom his life has been spent, having removed from the British possessions to American soil, made a formal opening under the American flag of the settlement, named Metla- kahtla, after their former home. The following letter from Mr. Duncan, recently re¬ ceived in response to enquiries respecting the meaning of certain carvings upon silver spoons made by a native Metlakahtlan silversmith, contains matters of such general in¬ terest in relation to the tribal and family customs and relationships of these Indians, who have now become dwellers on American soil and whose children are to be taught in American schools, that it has been deemed advisable to insert it here: Ox Boabd the “Geo. W. Elder,” July 15, 1889. Hon. N. H. R. Dawsox, Washington, D. C. : Dear Sir : I am glad to learn from your letter of the 28th March that the silver spoons made by our native artist are appreciated. In answer to your enquiries respecting the maker and his craft, I beg to inform you that he belongs to the Tsim-she-an nation, and his name was Tsah-am-sheg-ish, or the Power- that-draws-shoreward. On "becoming a Christian some years ago he was named Abel Faber. In making the tea-spoons Abel tells me he beats each one out of a silver dollar, but for dessert-spoons, which require a dollar and a half, he has to melt the silver in a crucible. After hammering the piece of silver to the required length and thickness he then forms the bowl of the spoon by beating the plate into a wooden mould of the size and shape he wishes the spoon to be. This done, he files and sand- papers his work (in olden times the dried skin of the dog-fish answered tor sand-paper), after which he uses a smoothing-stone, and finally polishes with a handful of soft fibre — the dried and teased inner rind of cedar hark. His last operation is to carve the handle. The designs he cut on the spoons sent you are peculiar to the carving and painting of the Indians all over the country, and are symbolical of the various crests, or totems as they are sometimes called, which seem to have been adopted in remote ages to distin¬ guish the four social clans into which each band is subdivided. The names of these four clans in the Tsim-she-an language are Kish-poot-wadda, Canadda, Lache-boo, and Lachsh-keak. The Kish-poot-wadda, which are by far the most numerous clan hereabouts, are represented symbolically by the fin-back whale (in the sea) ,*the grizzly bear (on land), the grouse (in the air), and the sun and stars (in the heavens). The Canadda symbols are the frog, the raven, the star-fish, and the hull-head. 1048 EDUCATION REPORT, 1887-88. The Lache-hoo take the wolf, the heron, and the grizzly bear for their totems; and the Lachsh-Jceak the eagle, the beaver, and the halibut. The creatures I have just named are, however, only regarded as the visible representatives of the powerful and mystical beings or genii of Indian mythology; and as all of one group are said to be of the same kindred so all the members of the same clan whose heraldic symbols are the same are counted as blood relations. Strange to say this relationship holds good should the per¬ sons belong to different or even hostile tribes, speak a totally different language, or be located thousands of miles apart. On being asked to explain how this relationship originated, or why it is perpetuated in the face of so many obliterating circumstances, the natives point back to a remote age when their ancesters lived in a beautiful land, and where, in a mysterious manner, the mythical creatures whose symbols they retain revealed themselves to the heads of the families of that day. Then they relate the traditional story of an overwhelming flood which came and submerged the good land and spread death and destruction all around. Those of the ancients who escaped in canoes were drifted about and scattered in every direction on the face of the waters, and where they found themselves after the flood had subsided there they located and formed new tribal associations. Thus it was that per¬ sons related by blood became widely severed from each other, nevertheless they retained and clung to the symbols which had distinguished them and their respective families before the flood, and all succeeding generations have in this particular sacredly followed suit. Hence it is the crests continue to mark the offspring of the original founders of each family. As it may interest you to know to what practical -uses the natives apply their crests, I will enumerate those which have come under my own notice. 1st. As I have previously mentioned, crests subdivide tribes into social clans, and a union of crests is a closer bond than a tribal union. 2d. It is the ambition of all leading members of each clan in the several tribes to rep¬ resent by carving or painting their heraldic symbols on all their belongings, not even omitting their ordinary household utensils, as spoonsf and dishes, etc. ; and on the death of the head of a family a totem pole is erected in the front of his house by his successor on which is carved more or less elaborately the symbolic creatures of his clan as they appear in one of their mythological tales or legends. 3d. The crests define the boundaries of consanguinity, and persons of the same crests are forbidden to intermarry ; that is, a frog may not marry a frog, nor a whale marry a whale, but a frog may marry a wolf, and a whale may marry an eagle. Among some of the Alaskan tribes I am told the marriage restrictions are still further narrowed, and persons of different crests may not intermarry if the creatures of their respective clans have the same instincts; thus a Canaddamay not marry a Lachsh-keak, because the raven of the one crest and the eagle of the other seek and devour the same kind of food. Again, the Kish-poot-wadda may not marry a Lache-boo, because the grizzly bear and the wolf representing these crests are both carnivorous. 4th. All the children take the mother’s crest, and are incorporated as members of the mother’s family, nor do they designate or regard their father’s family as their relations. A man’s heir and successor, therefore, is not his own son, but his sister’s son. And in the case of a woman being married into a distant tribe away from her relations her children when grown up will leave her and their father and goto the mother’s tribe and take their respective positions in the mother’s family. This case accounts for the great interest which natives take in their nephews and neice3, and which seems to be quite equal to the interest they take in their own children. 5th. The clan relationship also regulates all feasting. A native never invites the mem¬ bers of his own crest to a feast. They being regarded lz his relations are always wel¬ come as his guests, but at feasts, which are given only for display, so far from being partakers of the bounty all the clansmen within a reasonable distance are expected to contribute of their means and render their services gratuitously to make the feast a grand success. In the fame of the feast hangs the honor of the clan. 6th. "What I have just written reminds me to add that this social brotherhood has a great deal to do with promoting hospitality among the Indians, a matter of immense importance in a country where there are no hotels or restaurants. All a stranger with or without his family in visiting an Indian village has to do to find shelter and protection is to make for the house belonging to one of his crest, and which he can easily distinguish by the totem-pole in front of it. There he is sure of a welcome and of the best the host can afford, and there he is accosted as a brother and treated and trusted as such. 7th. I may mention, too, that the subdivision of the band into these social clans ac¬ counts in a measure for the number of petty chiefs existing in each tribe, as each clan can boast of its head, and the more property a clan can accumulate and gi"v% away to rival clans the greater number of head men it may have. 8th. Another prominent use made by the natives of their heraldic symbols is that they TRIBAL RELATIONS AMONG THE METLA KAIITLANS. 1049 can take names from them for their children. For instance, the name Weenayacli means big fin back (whale); LeetamlacMoro, sitting on the ice (eagle); Ikshkmmalyal, the first speaker (raven); Atill-ka-kout , the howler abroad (wolf). 9th. And last but not least, the kinship claimed and maintained in each tribe through these crests has much to do in preventing bloodshed, and also in restoring peace where quarreling and fighting have arisen. Tribes and sections of tribes may and do fight, but members of the same crest may not fight; hence in hostilities arising between two or more tribes there are always some families foho are non-combatant, and these w ill watch for the opportunity to interpose their good offices in the interests of peace. In writing of these matters it must be understood I have kept in view the natives in their primitive state. The Metlakahtlans, who are civilized, while retaining their crest distinctions and upholding the good and salutary regulations and customs con¬ nected therewith, have dropped all the baneful and heathenish rivalry with which their clannish system was intimately associated. Though I cannot say that the foregoing by any means exhausts all that can be said or written on this subject, yet I trust that what I have written will in some degree an¬ swer the enquiries you made of me. I have the honor to be, dear sir, yours, very obediently, Yf. Duncan. CHAPTER XXI. STATE TEACHERS’ READING CIRCLES.1 Contents — Necessity of discriminating between Books— Negative action in the Council of Education as to the belter professional books — The course of the reading circle not confined to professional topics — Lack of enthusiasm in California — Improvements effected in Illinois — Form of certificate and diploma used (here — Tvjo-book system also adopted in Indiana — “Outlines” prepared for the works of Vie Indiana course— The Young People's Beading Circle of Indiana — Backward condition of the Iowa Circle — Re¬ organization of the Kansas Circle — The recently founded Maryland Circle, and “outline” of one of the works adopted — The recently organised Mississippi Circle — College graduates and poor teachers have no use for the reading circle — Necessity of State recognition — Business forms used in Ohio — The course in Rhode Island, and the reasons for adopting each of the works of which it consists — No State organir zation in West Virginia — Elections and overwork preventing good results in Wisconsin. One of the most desirable associations for the teacher to form, said a schoolmaster at a recent teachers’ meeting, is the association of the teacher with one good hook and then with another good hook; the object of the reading circle is to promote this association and to conduct it in an intelligent way. When the unsuccessful warfare, maintained by the Latin civilization against Teutonic and other invading barbarians, had culled for posterity the more important works of antiquity from the vast literature of the Roman empire, vast notwithstanding the slave or serf did the work of the print¬ ing press, science might well be contained in Aristotle and “methods” of education in Quintilian, and there was little demand for a “best hundred books.” But literature has again assumed immense proportions, and the question what to read is as impor¬ tant as how to read , and together they form a very important question indeed. A report on “ Books on Pedagogy ” was presented by the committee on educational literature of the National Council of Education, at its last meeting. The subject, how¬ ever, is treated in a negative rather than a positive manner, and the difficulties of making a selection signalled rather than solved. The remark of the late president of the normal school section of the National Association is more hopeful, when he inquires if it is not desirable that teachers, inasmuch as they follow some kind of authority, should know a little more definitely what the more intelligent and more experienced part of the profession recognize as wisest and best.2 Professional reading, however, is not the only intellectual diet of these circles. The domain of belles lettres is also entered. Yet it is apparent that whatever may he the character of the reading course pursued, the unique object is to. improve the teacher as a teacher. To this must be added the influence, powerful, though indirect, in stimulat¬ ing the formation of public libraries; as is instanced by recent action in a western State. The inception and administration of these circles is referred to in a general way in the preceding Report of this Bureau. Desirous of obtaining the latest possible information as to the status of these societies, special inquiries have been made in the matter, of each State superintendent of public instruction, or equivalent official. The responses to these inquiries have been used in compiling the following information. ALABAMA, “ I do not think much is being done, ’ ’ says Superintendent Palmer. The gentlemen to whom he kindly referred us have as yet failed to respond. CALIFORNIA. Not more encouraging, but fuller, onr information for this State covers the whole of 1888. Purpose. — “An aid and stimulus to the teachers of California in their efforts for pro¬ fessional improvement and self- culture. The latter must necessarily lead to the former, while the former will continually call for a widening of the mental horizon. It is be- 1 This chapter would have followed the chapter upon the Training of Teachers, had its prepara¬ tion not been delayed by unavoidable circumstances. 2 See training of teachers, p. 395. 1050 STATE TEACHERS’ READING CIRCLES. 1051 lieved that an organization like the one proposed will give that strength which comes from unity of purpose aud effort, and make the reading circle an intellectual power in the State. ’ ’ Course. — The plan of study contemplates a throe years’ course. For 1887, the initial year, the course was in the following works. ^ Ben Hur; Payne’s Lectures on Education; Trench on the Study or Words, Supplec’s edition; Lady of the L; ke, Lovell edition, with full notes, paper; Ruskin, Sesame and Lilies. For 1888 two courses were offered, respectively styled, regular and supplementary. The reading of the regular course is grouped as — Biography — Plutarch’s Pericles, Fabius Maximus, Demosthenes and Cicero, Cscsar and Alexander. Literature — Odyssey, Butcher and Laug’s translation. Professional — Hopkius’s Outline Study of Man. Literary and Historical — Burke’s Speeches on America. The supplementary course comprised Studies in Longfellow; Pryde’s Highways of Lit¬ erature; Parker’s Talks on Teaching; Fislce’s redaction of Irving’s Washington. Administration. — The general management of the circle is vested in the State board of councillors, which consists of seven members including the State superintendent of public instruction, who is an ex-officio member. The officers are a president and a sec¬ retary and treasurer. The terms of two of the members expire each year and are filled at the annual meeting held in December. County superintendents are urged to form county circles. These are to be directed by a board of four directors chosen by the members of the local circle from among them¬ selves with the county superintendent, as a member ex officio. This board, it appears, is subject to confirmation by the board of State councillors. The local board elects its own officers, collects dues, etc. The annual fee charged is 50 cents; of this 35 cents are forwarded to the secretary of the State circle to defray printing expenses, the remaining part of the annual fee being retained ‘ ‘ by the local secretary. ’ ’ Individual members, that is those belonging to the State but not to a county circle, remit the whole amount to the secretary of the State circle. The State board sends blanks to the local organizations quarterly; upon these the county officers enter the amount of work done and its quality as ascertained by exam¬ inations. To those who have completed in a satisfactory manner the annual course of reading the State board issues a certificate and three of these certificates entitle the holder to a diploma of honor. The reading books are furnished by the State secretary, postpaid, on receipt of price. During the first year of its existence (1887) the membership of the circle was 473, twenty-two counties being represented ; in 1888 but fifteen counties are represented and the membership but 322. The blanks sent out early in 1888, requesting information as to the work done in 1887 were, with three exceptions, ignored. The status of the work is well put by the general secretary, Mrs. Fisher, and we quote from a recent letter from her: “This fact [the general inattention to the request for information], added to the de¬ crease of membership, does not afford a flattering outlook. The successful maintenance of such an organization demands a great amount of earnest, united, judicious, persevering work, not from two or three or half a dozen individuals, but from many. This has not been secured in the past. Personally, I am not sanguine as to its attainment in the fut¬ ure. I hope I am mistaken in my views.” COLORADO. Says the State superintendent: “We have no reading circle for teachers in this State.” CONNECTICUT. We understand that the public school systems of Bridgeport and Norwich are connected with a branch of the Chautauqua Reading Circle, intended especially for teachers. DELAWARE. “There are no teachers’ reading- circles in Delaware, so far as I can learn,” says the president of the board of education. FLORIDA. “We have not organized a State circleas yet,” says the State superintendent. “We are just beginning to move in that direction. Our teachers have for some time been as¬ sociated in Chautauqua circles, which seem to have so delighted them that they are loth to engage in others ; but I have reason to believe that in a short time teachers’ reading circles will be universal in our State.” 1052 EDUCATION REPORT, 1887-88. GEORGIA. “As far as teachers’ reading circles are concerned, -we are unable to give you definite information. The movement in question has not taken general hold of the teachers in this State. ’ ’ This, by the courtesy of Mr. Edgar Orr, of the State department of education. ILLINOIS. The Bureau is indebted to Superintendent Gastman, of Decatur, for the very full statement of the affairs of the Illinois Circle, over which he presides. Purpose. — The reading circle seeks to interest teachers in a carefully prepared course of reading, to the end that they be better prepared to do the important work of the school-room. This must be largely an individual work. It appeals directly to the teachers of the district schools because they can do the work alone just as well as the teachers of the graded schools. A circle of two, five, or ten earnest readers will undoubt¬ edly prove an inspiration and a help, but no teacher who really desires to improve need wait for this. Any teacher or other person in the State of Illinois may become a member of this circle by forwarding his name to the board of managers of his county together with a pledge to faithfully pursue the prescribed course of study, and paying a fee of 25 cents for this year, and for future years such fees as may be decided upon at the beginning of the year. The form of application for membership is this: [Blank No.l.] ILLINOIS TEACHERS’ READING CIRCLE. I wish to be enrolled as a member of the Illinois Teachers’ Reading Circle for the year beginning September 1, 1888. I respectfully request our county superintendent to order the necessary books for me. - , 1888. - P.O. Course. — It has been thought best by the management of the circle that the work he arranged in two courses, the first to be known as the elementary course, and to cover two years of study, and the second to be known as the advanced course, and to cover three years. Since the organization of the circle the following courses have been pur¬ sued: First Ye An— 1885-6. REQUIRED. TEXT BOOKS. 1. Pedagogy . Ilewett. 2. School Law . .?. ...Illinois School Law. 3. Physiology . Any Standard School Text Book. 4. History . Barnes’s General History, to page 313. RECOMMENDED READING. Nordhoff’s Politics for Young Americans. Gow’s Morals and Manners. Second Year— 1886-7. REQUIRED. TEXT BOOKS. 1. Pedagooy . » . Joseph Payne’s Lectures. 2. History . Barnes’s General History, from page 313 through. 3. Literature . Julius Csesar, Lady of the Lake, and Evangeline. RECOMMENDED READING. Parker’s Talks on Teaching. Swett’s Methods of Teaching. Third Year— 1887-8. White’s Pedagogy. Barnes’s General History. Fourth Year— 1888-9. History of Pedagogy. — Compayre. Washington and His Country. — Irving, 1053 STATE TEACHERS’ READING CIRCLES. At a meeting of the directors, held in Chicago at the time of the National Educational Association, July, 1837, the manager, E. A. Gastman, reported that, in his opinion, it would be wise to abolish the board of county managers and to place the interests of the circle in each county in the hands of the superintendent and teachers; also, that it would be well to discontinue the elementary and advanced courses heretofore outlined, and to arrange, each year, a two-book course for the circle. The directors adopted both recommendations and ordered that White’s Pedagogy and Barnes’s General History be used the coming year. The following circular was issued August 1, 1887: “ To the Teachers of Illinois: “The experience of the past two years seems to indicate that it will be well to sim¬ plify the organization and course of study of the Illinois Teachers’ Reading Circle. The organization in each county will be left to the superintendent and teachers to arrange and carry forward. The membership fee will remain 25 cents, as heretofore. “The board of directors has concluded to prepare a course of reading for each year, and respectfully announce the following for the year beginning September 1, 1887: White’s Pedagogy; Barnes’s General History. “Mr. Geo. P. Brown, of the Illinois School Journal, has kindly consented to prepare and publish outlines of these readings in the Journal, and also in the form of slips, which will be furnished to all readers who may apply to him or to the undersigned. In these outlines an attempt will be made not only to indicate the important topics of the desig¬ nated books, but to call attention to other books bearing upon these questions, thus making the outlines a guide to the literature of the subjects treated.” The directors earnestly advise all readers to begin with the course of 1888-89. It is no slight advantage to the reader to feel that he is associated with a large body of earn¬ est workers in the same cause. But in response to a number of requests it has been determined to allow readers to select the work of such years as may seem best adapted to their wants. In making selections the reader is requested to note carefully’ the fol¬ lowing: • 1. A membership fee of 25 cents will be required for each year except the present. 2. No outlines can be furnished for past years. 3. When asking for the examination questions he must state explicitly which year’s work he has completed. The results of this change will be given hereafter. In the first annual examination, that of 1886, members were examined on four topics, being asked in all about fifty questions, nearly equally divided among the three subjects of pedagogy, general history (that of Greece and Rome), and school law, but one ques¬ tion being asked on physiology. The members were requested at this examination to answer briefly and were at liberty to consult such works . as each might desire. The examination paper for the second year, the second of the elementary course, has about the same number of questions as the paper of the preceding year, also equally distrib¬ uted among three topics, but not the same three; for poetry has taken the place of school law, and physiology has disappeared. The paper for 1888 is given in full. It bears the title “ Illinois Teachers’ Reading Circle, Third Annual Report of Readings. ” and the injunction, “Members will please answer all questions briefly and in their own language. ’ ’ The questions were — OX PEDAGOGY. Have you read carefully all of White’s Pedagogy, as prescribed? What is the dif¬ ference between the ideal function of the public school, abstractly considered, and the ideal function of any specific school you may be called upon to teach? Give in your own language your conception of what knowledge, power, and skill are. What are the three faculties of the intellect ? Describe the different kinds of knowledge given by each. Define attention and retention in your own language. Distinguish between reproductive and the constructive i magination . Distinguish between the process of generalizing and that of classifying. Distinguish between a judgment and a syllogism. Describe the process of forming a general notion, or concept. Distinguish between elementary and scientific knowledge in your own language. What is the truth in the maxim, “Never present the word until the idea has been taught? ” What is true in the maxim, “Learn todo by doing ? ’ ’ Why is oral teaching so much easier for a child to understand than written teaching ? Is it, therefore, better ? How many general methods are there of imparting instruction ? Name the chief ways of pursuing any one or all of these methods. GEXEKAD HIS TOBY. Have you carefully read all of Barnes’s General History and the outlines as required ? What books suggested as collateral reading in the outlines have you read? State the 1054 EDUCATION REPORT, 1887-88. commanding principle of tlie Chinese, the Indians, the Persians. What was the domi¬ nant idea that controlled in the development of the civilization of Egypt? Show how this appeared in their art. Show that the geography of Greece was favorable to a more advanced civilization than had before existSd. What were the three great periods of con¬ flict ol Greece, or the West, with Asia, or the East ? State result in each case. What decisive battles of the world were fought on Grecian soil ? Why decisive battles? Name the greatest artists, poets, philosophers, and statesmen of the age of Pericles. Give date of this age. What education was provided for children by the Greeks ? How did the Spartan civilization differ from the Athenian ? How did Grecian art differ from Egyptian ? What would you state as the governing principle or principles of the Greeks? What made Rome a greater nation, in a political sense, than Greece ? What was the “ Magna Charta” of the Roman people, and how secured? What would you state as the commanding idea of the Roman people ? In what did the commanding idea of Chris¬ tianity differ politically from that of the Romans? What event prevented the degener¬ ation of Christianity in the world to the level of Christianity in the Byzantine Empire? Name the greatest statesmen, poets, historians, and warriors of the Roman people. What was the cause and results of the Crusades ? What was the Feudal system ? It was a re¬ action against what, and to what did it lead ? GEXEEAL. What other hooks have you read during the year? What magazines? What educa¬ tional journals ? Have you paid the membership fee for the year ? Your name in full. Post-office. County. Illinois. ‘‘The Circle,’' says the management in a recent address to the members, “is in ex¬ cellent condition at this date. In many counties a large number of the teachers have been enrolled for this year. Requests for circulars and examination papers are received daily at the central office. Copies of the questions prepared upon the reading of either of the past three years can still be furnished. You will receive credit for work done when¬ ever you send in your answers. The questions on the readings of the present year (1888-9) will be ready by April 1, 1889. ‘ ‘ The diplomas are ready for those who have completed the work of any two years. The general manager is sending out the seals to those who have finished the work of three years. “ The same arrangement regarding certificates and diplomas will be continued; that is, a certificate will be given on the completion of the work of the first year and a di¬ ploma when the readings of two years have been finished. For each year’s reading, in addition to these, a seal will be furnished, which can be attached to the diploma given at the end of the second year.” The certificate, seal, and diploma are in the following words: (Certificate.) Illinois Teachebs’ Reading Cibcle, Decatur, III., - — , 188-. This will certify that - has passed a satisfactory examination in the readings of the first year of the elementary course. E. A. GASTMAN, Manager. (Seal :) Illinois Teachers’ Reading Circle. Three years. 1SS8. (Diploma.) ILLINOIS TEACHERS' READING CIRCLE DIPLOMA. TMs is to certify that - - - has completed the elementary course of readings prescribed by the board of directors of the Illinois Teachers’ Reading Circle, and having passed the required ex¬ aminations is entitled to this diploma. Witness our signatures: Given at Decatur, in the county of Macon, State of Rlinois, this - day of - , A. D. 1SS-. [state seal.] E. A. Gastmax, Manager. Geoege I. Talbot, President Board of Directors. James C, Reeks, Secretary Board of Directors. Administration. — The officers for the State at large are a general manager and a board of directors of six. The board holds meetings at such times as the occasion demands, sends examination questions to county managers, and issues a certificate when any year’s work has been completed by an examination, and a diploma when the work of a STATE TEACHERS* READING CIRCLES. 1055 course has been completed in like manner. In order to save expense the manager of the central office issues all necessary blanks for the use of secretaries of boards of county managers and local circles. In the counties there was until 1887 a board of county managers, of which the county superintendent acted as president. The four other members were appointed by the State board of directors. If the county superintendent declined the directors appointed a presi¬ dent. The board elected a secretary. The president presided at the meetings of managers. The duties of the secretary of the county were as follows: 1. To keep a list of mem¬ bers; file pledges of members; report names of new members quarterly to central office. 2. To keep an accurate account of all moneys received and paid out. 3. Give notice of meetings of the managers and of annual examinations. 4. To make, in connection with the president, arrangements for holding annual examination, grading of papers, and forwarding them to central office. The board retained ten cents of each membership fee for their expenses. Local circles were organized and had a secretary, whose duties were as follows: 1. To report promptly to secretary of county managers the name of the circle, the names of members, and to remit the membership fees. 2. To distribute all circulars, notices, etc., to members. 3. To give notice of extra meetings, and generally to do whatever may promote the efficiency of the circle. The directors suggested that iu their judgment meet¬ ings should be held at least once every two weeks, and that these meetings should be made as helpful as possible to the members. Local management, however, is now differ¬ ently conducted, as appears in the following. “ The board of directors, ” says the address to the teachers of Illinois, “has deter¬ mined to divide the State into districts, and each director will assist the general man¬ ager in organizing and carrying on the wrork in his own section.” For the year beginning September, 1888, no membership fee was charged. The re¬ ceipts from all sources principally, we believe, as membership fees were for 1885 and 1886, 8585.73; the financial concerns for these two years are as follows: E. A. Gastman, treasurer, to Illinois Teachers' Beading Circle , Dr. Ce. Dec. 30, 1884, to P. E. Walker, treasurer j By printing, for two years . . . . $174 05 Illinois Teachers’ Association . $100 00 j By clerk hire of manager . 32 15 Dec. 27, 1886, to receipts from all sources i By stationery . 45 65 from Jan. 1, 1885, to Dec. 27, 1887 . 585 73 j By expense of directors’ meetings . . 36 75 - Bv returned to G. D. Thompson, Gol- Total . 685 73 j conda . 2 10 j By postage, telegrams, and expressage„ 93 38 j By salary of manager.... . . 157 60 Total . . . 541 68 j By balance on hand . . . . 144 05 Such is the frame work of the Illinois Circle, and it only remains to inquire if it is animated by the vitalizing principle that Mrs. Fisher laments the absence of in Cali¬ fornia. From what has already been said on the late reorganization it may be inferred that the condition of the work was not all that was desirable but from what follows it will be seen that the change has been productive of much good. We quote from Manager Gastman’s letter to us as to the results as follows: “The results of this action were very gratifying. At the meeting of the Teachers’ Association in December, 1887. the manager was able to report the circle in a flourishing condition, and be attributed this to the aid of the directors in their several districts, to George P. Brown, for preparation and publication of the monthly outlines in the Illinois School Journal., and, lastly, to the shortening of the course so as to require the reading of hut two books. * 4 At the meeting of the Illinois Teachers’ Association held in Springfield, December 26-8, 1888, the manager, E. A. Gastman, Decatur, reported that for the year ending September 1, 1889, over two thousand teachers would read the course prescribed, and he estimated that five thousand persons were now doing some part of the work; and stated that the circle was not only out of debt, but bad a balance of $116 on band. “By an almost unanimous vote, the association requested the directors to organize a pupils’ reading circle. The directors selected the following hooks for the teachers’ cir¬ cle lor the year 1889-90: ‘ ‘ Theory and Practice of Teaching, Page. ‘ ‘ Lectures on Pedagogy, Compayre. “Lights of Two Centuries, E. E. Hale. 1056 EDUCATION REPORT, 1887-88. “Teachers were recommended to read the Week’s Current, published by E. O. Yaile, Oak Park. 111. “It will be noticed that two books are offered in the above course. This was done for the purpose of adapting the work to the wants of the teachers. Those who have read the courses for the past three or four years are advised to read Compayre’s Lectures on Pedagogy, but this is not required. Ail others will read Page. “A pupils’ reading circle, of two grades, was arranged, and the following books were adopted: Intermediate grade, or fourth and fifth readers: Sea-side and Way-side . Stories of Our Country . . . Advanced grade, or above fifth reader: Health Lessons . Animal Memoirs . . . The Pathfinders . Cost to pupil. . 45 cents. . 45 cents.. 55 cents. 60 cents. CO cents. Peesext Officees. Directors. — H. D. Fisk, Dwight; James C. Burns, Monmouth; J. A. Mercer, Peoria; John A. Miller, Bloomington; Miss S. May Campbell, Hennepin; George Harrington, Carlinville. President. — H. D. Fisk. Secretary. — James C. Burns. Manager and treasurer. — E. A. Gastman. INDIANA. As in the instance of Illinois, so in this, the Bureau has been favored with a very comprehensive report, kindly furnished by the secretary, Mr. D.M. Geeting. Of the two State circles of Indiana, one lor teachers and the other for pupils, that for adults claims attention first. Purpose. — The circle owes its existence to the following resolution adopted at the an¬ nual meeting of the State Teachers’ Association of 1883: “Resolved, 1. That this association proceed at once to take the necessary steps to in¬ augurate an organization among the teachers of Indiana for reading and study, to be known as the ‘ Indiana Teachers’ Reading Circle.’ ‘ ‘ 2. That the circle be under the care and direction of the Indiana State Teachers’ Association. “3. That this association proceed to choose a board of directors, to which shall be' intrusted the selection of a course of professional and literary reading, the issuing of certificates of progress, and the granting of diplomas as evidence of its completion.” “This organization,” says the circular, “has resulted in a membership exceeding seven thousand. Y>" ell directed, methodical reading can but result in permanent good. The reading circle work insures to every member who carefully and thoughtfully pur¬ sues the course a growth in his literary and professional ability. Originating in a gen- orous and laudable desire to furnish suggestions and help to those lacking in opportunity and means, the growth and the success of the enterprise can but gratify the originators of the work.” Course. — For the first four years of the existence of the circle the course was, respect¬ ively, as follows: First year. — Brooks’ Mental Science, Barnes’ General History, Parker’s Talks on Teaching. Second year. — Brooks’ Mental Science, Smith’s English Literature, Hewett’s Pedagogy. Third year. — Hailmann’s Lectures on Education, Green’s History of the English People, and Watts on the Mind. Fourth year. — The Lights of Two Centuries and Sully’s Teachers’ Hand-Book of Psy¬ chology. “At the suggestion of county superintendents, to whom the organization owes so much,” says Mr. Geeting, “and to whose earnest co-operation is due its large member¬ ship, and in harmony with a widely prevailing sentiment among teachers, the course of the year 1887-88 was made to include but two books, while still maintaining the two lines of work originally laid out, — Sully’s Hand-Book of Psychology and the Lights of Two Centuries. The popularity of these two books had much to do with increasing the mem¬ bership The first gave system and definiteness to professional studies, the latter breadth of knowledge and a large insight into the agencies of general culture,” STATE TEACHERS’ READING CIRCLES. 1057 The fourth annual examination was held in fifty-one counties June 16, 1888, with the following list of questions. Applicants could elect whether they would pass upon any one or more of the fonr years work. The paper for 1888 is here given. QUESTIONS FOR EXAMINATION OP MEMBERS OF THE INDIANA TEACHERS’ READING CIRCLE. FOURTH YEAR’S WORK— JUNE i5, 1888. Rules foe the Examination. — In view of the fact that these manuscripts are to be sent to the several members of the board for gradation it is necessary that these rules be followed: 1. Write upon one side of the paper only, using legal cap. 2. See that the answers to the questions in each branch are entirely separate from those of any other branch and securely fastened together. 3. Write full name and post-office address upon each set of answers. THE LIGHTS OF TWO CENTURIES. [Answer any seven.] SULLY-'S HAND-BOOK OF PSYCHOLOGY, 1888. [Any seven.] 1. What is the scope of the work ? Of what , educational value is it to be considered ? ] 2. Name the parts into which the work is di¬ vided. 3. Designate one of the leaders of each class and characterize him briefly. 4. What is the rank of Watteau ? Why ? 5. Give a short sketch of Turner. What con¬ nection has Buskin with Turner ? 6. Who is Boswell ? 7. What is Wagner's idea as to the purpose of | music? 8. Name two novelists. Two essayists. De- ' scribe the home of each. 9. Name five poets in order of your preference, and a work of each based upon your classification. 10. What effect has the development of art had upon civilization? 11. How is the poetry of Wordsworth different from that of the school of Pope? 12. Name five inventors and an invention of each. 13. Which invention do you consider of most value? Why? 14. What noted literary persons were associates of Reynolds? Why were Reynolds's paintings not durable? 1. Distinguish between the science and arbof education. 2. In what respect may the science of educa¬ tion underlie the art? 3. Define these educational terms: Training , information , instruction , education. 4. How does the mind acquire sense knowledge, thought knowledge? 5. Define self-conseiqpsness and self-activity as fundamental qualities of mind. 6. What is the educational value of memory? Give brief synopsis of “culture of mem¬ ory.” 7. Describe the subjective method of mind study; the objective method. 8. What is attention? What relation does it bear to intellectual operations? 9. State the order in which the mental faculties develop. 10. Name the higher sentiments and discuss their bearing upon the education of the individual. 11. How are concepts formed ? 12. Give the authors suggestion as to the proper use of words and the effect upon the child’s mental development. The number taking the examination for 1888 was 178, and over 500 papers were sub¬ mitted. The number examined and the xiapers submitted were distributed thus: On the Course for — 1 • Appli¬ cants. Papers. 1884-5 . 88 264 1855-6 . 134 301 1S86-7 . . 128 344 18S7-S . 178 556 67 ED 1058 EDUCATION REPORT, 1887-88. Of this number 36 took the entire course, and in accordance with the provisions of the organization have received their diplomas, signed by the officers of the board. Familiarity with the organization forces the conclusion upon the management that it is becoming daily more and more a veritable school for hundreds of teachers who would otherwise, with difficulty or not at all, be induced to seek professional growth. The course for the fifth year is as follows: Compayre’s History of Pedagogy, D. C. Heath & Co., Chicago, $1.25. Hawthorne’s Marble Faun, Houghton, Mifflin & Co., Boston, $0.75. Carlyle’s Heroes and Hero Worship, John B. Alden & Co., New York, $0.07. Postage is prepaid by publishers. Outlines, including analysis and helpful sugges¬ tions of the first and second books, will be furnished by the secretary to county super¬ intendents, from whom members may obtain them. The large number taking an examination in the course of previous years, and the fact that it was found advisable to reduce the number of books read, as was also deemed necessary in Illinois, call for some notice of the courses of the early period of the circle’s existence. In the examination of 1888 the reader was questioned on the work of the first and second years, being asked, in general, about ten questions on Smith’s English Literature, General History, Hewett’s Pedagogy, Parker’s Talks on Teaching, and on “mental science.” From the ten questions given on each subject any seven, five in the case of Talks on Teaching, might be selected. The examination on the third year’s work was on Hailmann’s Lectures on Pedagogy, Green’s History of the English People, and Watts on the Mind. But for 1888-89 three books have again been selected, and it is observable that they are all works of pre-eminent merit, which, however true of the pedagogical course of preceding years, was not so in the other courses. In short, they give a vitality to the curriculum. In connection with this work of reading, and as a guide to it, “Outlines” have been prepared lor the Marble Faun and for M. Compayre’s work on Pedagogy. In preparing | the outline of Hawthorne’s work the compiler observes: ‘ ‘ Three purposes have been kept in view. Under ‘ contents ’ has been given a list of topics for each chapter to guide j the reader in his study. The divisions under this head are somewhat arbitrary, but seem, in the main, the most natural that could be made. Under ‘note’ have been given such explanations as to persons, places, etc., as seemed necessary to an under¬ standing of the text. Under ‘ remarks ’ it has been the aim not to present an interpre- j tation, but to make such suggestions as would lead the student to ‘read between the lines. ’ ’’’ It> is advised that the reader should use the topics and notes in connection with his first reading of a chapter; then, after a perusal of the remarks, reread the chapter to discover the deeper meaning. Mr. Alford makes three grand divisions of the work: (1) Crime, the origin of sin; (2) how the guilty escape the consequences of sin; (3) effects of sin on those who are innocent. The outline of one chapter is given as a specimen of this important feature of the reading. “Chapter 1, Vol. 1. “MIRIAM, HILDA, KENYON, DONATELLO. “Contents. — A room in the Capitol and a view from a window — Resemblance between Donatello and the Faun of Praxiteles — A description of the Faun. “Notes. — Capitol, a building designed by Michael Angelo, located on Capitoline Hill near the centre of Rome. — Dying Gladiator, a piece of statuary representing the pathos of one who received his death wound in the arena [now generally thought to be a Gaul who either has killed himself to prevent captivity, as was the custom of that nation, or has fallen at the hands of the enemy]. — Antinous, a representation of a youth who was a great favorite of the Emperor Hadrian. Itexpresses great sadness. — The Amazon, a war-like woman, represented as trampling herenemies under her horse’s feet. — Lycian Apollo, a statue of Apollo at Patora, in Lycia, where he is said to have passed the winter months. — Juno, sister and wife of Jupiter, and queen of all the gods. — Arch of Septimus Severus, an arch erected by authority of law to commemorate the triumph of this emperor over the Persians. — Forum, a vacant space at the foot of the Capitoline Hill, where Roman justice was administered. — Coliseum, an amphitheatre for public entertainments, in the centre of which the gladiatorial contests took place; now the most famous ruin of ancient Rome. * * * Praxiteles, a Grecian sculptor, who lived about 360 B. C. “Remarks. — ‘ Symbol of the human soul.’ In this sentence is given, as perfectly as can be in one sentence, the thought of the entire book — freedom to choose the good amid the evil. STATE TEACHERS’ READING CIRCLES. 1059 “ The characteristics of the Farm as presented in this chapter should he studied in con¬ nection with those of Donatello as brought out in the next. ‘ k ‘ Is it possible that the Faun might be educated through the medium of his emotions ?’ The possibility of training the intellect through the emotions is au important thought for the teacher. 1 ’' The Outlines for the Study of Compayro’s History of Pedagogy, by Prof. S. S. Parr, of De Pauw University, are contained in twenty octavo pages. They divide M. Compayr6’s work into eight groups of chapters, each group representing a months’ read¬ ing. The ground covered by each group is opened up by ‘ ‘ Help questions. ’ ’ The analy¬ sis proper is prefaced by an introduction in which the terms educational psychology, general method, special method, history of education, and the philosophy of education are defined and the place and purpose of a history of education discussed. To the introduction are added some remarks on “ the study of the book.” Let the teacher ask himself the question: “What am I studying Compayr6’s History of Peda¬ gogy for?” and to this he should try to obtain a clear answer. To do this let him read the several introductions of the “outlines” and of the work proper, the table of con¬ tents, and understand, above all, that “reading, to be of any value, must be translated into well-defined ideas of one’s own, which he can state plainly and readily. If meanings of individual Avords and the general ideas are clear “memory will take care of itself.” As the great question of the day, excluding the greater question of professional teach¬ ers Avhich is perennial, is manual training and manual training as a theory of education, we have endeavored to show elsewhere, is but the Froebel ian theory, and this last but the outgrowth of Pestalozzi’s work, we select as an example of these outlines the work of the seventh month (Chapters XVIII and XIX), which discusses the theories of these authors. “seventh month. “Chapters XVIII and XIX. — These parts of Compayre are chiefly devoted to Pes- talozzi and Froebel. They are to be read with a view of getting a clear conception of what these two reformers contributed to the progress of education. One should bear in mind that school education is nowT well differentiated from other forms of development, and that progress consists in pushing forward one or another of the separate interests that make up the whole of education. Pestalozzi represents three ideas: 1. The im¬ provement of the quality of teachers. 2. The advance of method. 3. A mote complete definition of the purpose of education. To the end that one may see what Pestalozzi did to elevate the intelligence and character of the teacher, he should read: “The account of the asylum for poor children at Neuhof. “The outline of the Evening Hours of a Hermit, and Leonard and Gertrude. These works chiefly represent the author’s attempts to define the true aim of education. ‘ ' The notice of the schools of Berthoud and Yverdun. “Pestalozzi’s contributions in aid of method appear in: Methods folloAved at Stanz, and Results accomplished. Methods Simplified. The Socratic Method. Word, Form, and Number. Intuitive Exercises. The Methods Yverdun. Essential Principles. ‘ ‘ Comparison of Rousseau and Pestalozzi. “ Froebel represents a continuation of the same ideas brought forward by Pestalozzi, But he has specialized by laying emphasis on the education of young children, and by advancing to great prominence the development of what he and his master Pestalozzi call individuality. “These principles appear in: The analysis of The Education of. Man; The Kinder¬ gartens; The Gifts of Froebel; The Principal Needs of the Child. “Help questions. — In what sense is Pestalozzi a disciple of Rousseau? Point out the likeness between Pestalozzi and the Englishman Lancaster (p. 424). Did our re¬ former wish to make education mechanical? Why? (p. 428). What tiro principles may result from a combination of the three (p. 430) ? What new device fqr teaching geogra¬ phy is first employed at Yverdun? Is Pestalozzi really or seemingly intellectually in¬ ferior to others who have filled similar high places ? What is the practical lesson of his reform for us ? [To learn to deal with the inner instead of playing superficially with the outer.] ” Administration. — “ The management of the Indiana Teachers’ Reading Circle,” says its secretary, ‘ ‘ is under the central control of a board of directors appointed by the State Teachers’ Association, assisted by local managers in the several counties. The course of reading comprises two lines — professional and general culture studies. Ex¬ aminations upon each year’s work are held annually on the third Saturday of June, con¬ ducted by the county superintendents in the several counties. Much of the work of the circle forms a part of the monthly township institutes and is made a part of the town¬ ship institute, outline published by the State superintendent. 1060 EDUCATION REPORT, 1887-88. ‘ ‘ In December, 1886, the State superintendent was made cx officio a member of the central board, and under this provision Hon. J. W. Holcombe served as director till March 15, 1887, Hon. Harvey M. La Follette succeeding him. “The board of directors consists of the following members and officers: R. G. Boone, Professor of Pedagogy, Indiana University. Emma Mont McRae, Professor of Eng. Literature, Purdue University. Mattie Curl Dennis, Richmond. .Joseph Caehart, Professor of English Literature, DePauw University. Wm. H. Elson, Superintendent Parke County Schools. L. II. Jones, Superintendent Indianapolis Schools. Harvey M. La Follette, Superintendent Public Instruction, D. M. Geeting, Deputy Superintendent Public Instruction. Calvin Moon, Superintendent St. Joseph County Schools. “During the first three years a membership and an examination fee, each of twenty- < five cents, were charged. Ten cents of the former and fifteen cents of the latter went i to the county manager as remuneration for his services and the remainder to the board i of directors for its necessary expenses. “In 1887 the discount usually allowed the trade by the publishers was given to the board and the levy of all fees was abolished. “ In this action* the lowest quotable price was dbtained upon books and furnished i members free of transportation, and the discount paid to the board was sufficient to j meet its expenses. This plan has not only secured better prices upon books, but saves the members the additional expense of fees. Had the fees been maintained prices of books could not have been lower; for the price to members is the lowest quotable price i to dealers who handle them for the trade. This plan has proved entirely satisfactory and relieved county managers of the annoyance of collecting fees. “ Outlines of the books of the circle are prepared at the circle’s expense, sent prepaid by express to county managers, who charge five cents each to members for each outline; this money repays the county manager for any outlay in ordering books and other in¬ cidental expenses. “The county superintendent, who in nearly every case is county manager, has entirq ; charge of the local management, and much praise is due these officers for the efficient i manner in which the work has been conducted; the effectiveness of this management is shown in the growth of public sentiment that those who train the young should have a wider intellectual horizon. “The following table shows the enrolment by years: 1884- 5 1885- 6 1886- 7 1837-8 1,600 2,000 2,500 7,000 “The work of the circle reaches every county in the State, and, in thirty counties, almost every school district. In ten counties the work of the circle is made a part of the contract of every teacher. “Several reasons maybe given for this phenomenal growth: 1. The purpose of the organization is better understood. 2. The course has been lightened. 3. The expense ofmembership has been reduced. 4. The professional spirit is groAving among teachers. 5. The cc-operation of county managers is becoming personal as well as official.,, YOUNG PEOPLE’S READING CIRCLE. “This unique organization,” says Mr. Geeting, “is one of the most promising agen¬ cies undertaken by our teachers to promote the general culture of the children and young people of the State. Agitated in 1887, its plans were perfected and presented to the teachers at the county institute of 1888, and now (December 1, 1888) it has a member¬ ship of several thousands. . “On December 28, 1887, Prof. Joseph Carhart, professor of English literature m De Pauw University, read a paper before the Teachers’ Association (to be found in full in Indiana School Journal of March, 1888) discussing the subject of children’s reading at length. As a result of the paper ten thousand tablets setting forth the origin and plan of the organization were printed and distributed by the order of the board of directors. Each tablet contained twenty-one pages, the first page being as follows: CIRCLES. 1061 STATE TEACHERS’ READING YOUNG PEOPLE’S READING CIRCLE OF INDIANA, [Organized by the State Teachers’ Association, 1837.] Board of Directors. R. G. Boone, Professor of Pedagogy, Indiana University. Emma Mont McRae, Professor of English Literature, Purdue University. Mattie Cure Dennis, Richmond. Joseph Carhart, Professor of English Literature, De Pauw University. Wm. H. Elson, Superintendent Parke County Schools. L. H. Jones, Superintendent Indianapolis Schools. Harvey M. La Follette, Superintendent Public Instruction. D. M. Geeting, Deputy Superintendent Public Instruction. Calvin Moon, Superintendent St. Joseph County Schools. Officers of the Board. Professor R. G. Boone, Bloomington, President. Mr. D. M. Geeting. Indianapolis, Secretary. To Teachers: “ What to read is a far more important question than how to read. When a child has acquired the power to read, a vast and before unknowable world opens up before him. On the one hand are means of culture in what is good and great, which impose new duties of unselfish living and excite high ideals through high examples ; and on the other hand are possibilities of degradation of many kinds, mental and moral, unknown before. The school has no right to teach how to read without doing much more than it now does to direct the taste and confirm the habit of reading what is good rather than what is bad. The prime object of reading should be the development of a living appre¬ ciation of good literature and the habit of reading it rather than the bad, for with this end all others are secured.” — Prof. G. Stanley Hall , Johns Hopkins University. “It seems to me that one part of the work of the teacher ought to be to direct the reading of the children. I hope the teachers of this State, so cultivated, so full of zeal and earnestness, will not only teach in school, but will endeavor to direct the reading of their pupils, in order that they be¬ come so interested that their evenings will not be spent among vicious associates, but in useful reading.” — Ex-Governor A. G. Porter, to the Indiana Teachers’ Association, December, 188G. “As a protection against the seductions of the saloon and other places of questionable resort, a taste for and a habit of acquiring common, useful information is so valuable to our young people that it does not profane the Sabbath or prostitute the pulpit to recommend the reading circle.” — A. Martin, President De Pauw University. The Indiana Teachers’ Association, December 30, 1837, unanimously adopted the following report of the special committee named below, who were appointed to consider the question of organizing a Reading Circle for the school children of the State : “Your coipmittee, to whom was referred the subject of organizing a Children’s Reading Circle, beg leave to report as follows : “We regard the subject one of the highest importance. To place the general reading of the half million children of the public schools under competent guidance and control, even to a limited ex¬ tent, would, in our judgment, be productive of most beneficial results. To substitute for the trashy and often vicious reading matter, which finds its way into the hands of the children and youth, a grade of literature, at once sound in its contents, chaste in language and imagery, and pure in its moral tone, is an end which may properly command the best and most earnest efforts of this asso¬ ciation, and of the teachers of Indiana, To your committee the Aiteiprise proposed seems a means for accomplishing, in a measure, this highly desirable end. ******** Signed : W. W. Parsons, Pres. State Normal School; C. W. Hodgin, Profi of History, Earlham College ; "W. B. Owen, Superintendent Edinburg Schools ; Committee. The work of perfecting the organization was referred to the board of directors named above, who earnestly solicit the co-operation of all school officers, teachers, and parents in carrying out ihe high purpose of the T.eachers’ Association. The plan set forth in these announcements is a simple one, and it can be modified to suit the peculiar conditions of particular localities, but a standard is here set up which, it is believed, every locality can practically reach. The reading of one good hook by each child during the year would be an inestimable blessing, but many, perhaps most, will desire to do more, so there is added to the principal book selected for each grade a supplementary list. It will be observed, on comparing the prices here given with the regular retail prices of the books, that publishers have made very liberal discounts to members of the circle. Through the local pre.ss, by enlisting the ministers of their community, and by conducting special school exercises adapted to, the purpose, many teachers will do much more than is here proposed to promote the success of the circle, but it is confidently believed that great good will result from taking the simple steps indicated in the accompanying circulars. It is suggested that after your school has become organized you call the attention of the children to the Young People’s Reading Circle, and distribute the slips containing suggestions to parents and pupils, with the request that they present them to their parents and promptly report to you the result. The certificate of mem¬ bership, signed by the president and secretary of the board, is to be issued when the pupil has read at least one of the prescribed books. By filling out the blank, “to be forwarded to the secretary,” you will assist in accumulating information that will be helpful in determining the course l'or next year. A Young People’s Reading Circle Department is to be conducted in the Indiana School Journal that will give each month interesting items concerning the progress of the work. Any information concerning the circle, such as the number of members enrolled in each grade, the means employed to secure the membership, the influence of the circle upon the children, etc., will be thankfully re¬ ceived by Professor Carhart. Greencastle. who has been appointed to conduct the department in the Journal. Additional tablets may be obtained by addressing the secretary of the board. 1062 EDUCATION REPORT, 1887-88. Each tablet also contained twenty duplicates of the following page: To be filled out and forwarded to Mr. D. M. Geeting, Indianapolis, Secretary, when the local membership for the year is complete. Name of member . * . . . L . Grade of member . P. O. address of member . . . . Indicate by a cross (4-) the books taken from the following list: Seaside and Wayside, Seven Little Sisters, Friends in Feathers and Fur; Heroic Deeds, Swiss Family Robinson, Pilgrims and Puritans, Ten Great Events in History. Birds and Bees, Robinson Crusoe, Neighbors With Claws and Hoofs, Ten Little Boys ; Washington and His Country. Animal Life in the Sea and on the Land, Tales From Shakespeare, Franklin’s Autobiography, Plutarch’s Lives, Glimpses of the Animate World. Name of teacher . . . . P. O. address . . . 3JM s Certifies that . is a member of the Young People’s Reading Circle of Indiana, 1889. “READ, REFLECT, APPLY," “From a child I teas fond of reading.”— Benj. Franklin, [Signed.] B. G. Boone , President. D. M. Geeting , Secretary. TO PARENTS AND PUPILS; “A child that has a fondness for reading has no desire to be among vicious associates. I believe that the best preparation of a boy for a vir¬ tuous life is to interest him in good reading.” — Ex-Governor A. G. Porter to Indiana Teachers’ Association, 1880. “In my opinion the boy who leaves at the end of a common school course with a love of reading good books is better prepared for a life of honor and influence than one who passes through a high school course without that love. And he who has an ordinary high school education, combined with a taste for good reading, is better equipped for the duties of life than the graduate of the best college or university in the country, without that taste.” — Hon. J. B. Peaslee, for twelve years Superintendent of the Public Schools of Cincinnati. “From a child I was fond of reading, and all the little money that came into my hands was laid out in books.” — Benj. Franklin. “The true university of these days is a collection of books.”— Thomas Carlyle. • YOUNG PEOPLE’S READING CIRCLE OF INDIANA. Organized by the Slate Teachers' Association, 1887. BOARD OF DIRECTORS. R. G. Boone, Professor of Pedagogy, Indiana University. Emma Mont McRae, Professor of Eng. Literature, Purdue University. Mattie Curl Dennis, Richmond. Joseph C a rhart, Professor of English Literature, De Pauw University. Wm. H. Elson, Superintendent Parke County Schools, L. H. Jones, Superintendent Indianapolis Schools. Harvey M. La Follette, Superintendent Public Instruction. D. M. Geeting, Deputy Superintendent Public Instruction. Calvin Moon. Superintendent St. Joseph County Schools. If yon desire to co-operate with the teachers of the State In an effort to direct the tastes of the children and to confirm them in the habit of reading good books, please draw a line under the titles of any books you may desire in the accompanying list, and return this paper to the teacher, who will sign the same, thus entitling the holder to books at the reduced prices named. To secure the books at the prices given, this certificate must accompany the order. Send direct to the publishers, enclosing the price, and the books will be sent by mail. The price of the book in every ease includes postage or expressage on the same. Remittances may be made by money order, postal note, or postage stamps. This certifies that . . . . . of . is a member of the Young People’s Reading Circle of Indiana. ' Signed . . . Teacher, . . . Post-office. STATE TEACHERS’ READING CIRCLES. 1063 List of books for 1888-89. Third Reader Grade — Seaside a«d Wayside, price, 40 cents, D. C. Heath & Co., Chicago. Supplementary: The Seven Little Sisters Who Live on the Round Ball that Floats in the Air, price, 50 cents, Lee «fc Shepard, Boston. Friends in Feathers and Fur, price, 83 cents, D. Appleton Sc Co., Chicago. Fourth Reader— Stories of Heroic Deeds, price, 33 cents, D. Appleton & Co., Chicago; or, Swiss Family Robinson, price, 38 cents, Ginn Sc Co., Chi¬ cago. Supplementary: Pilgrims and Puritans, price, 60 oents, Ginn &. Co., Chicago. Ten Great Events in History, price, GOcents, I>. Appleton Sc Co., Chicago. Birds and Bees, price (in paper), 15 cents, Houghton, Mifflin Sc Co., Boston. Robinson Crusoe, price, 35 cents, Ginn & Co., Chicago. Neigh¬ bors With Claws and Hoofs, price, 60 cents, D. Appleton and principal owner of the Baltimore daily Sun newspaper; one of the associates of Prof. S. F. B. Morse in establishing the first telegraph lines in this country, etc. Agxev. Cornelius Rea, A. M., M. I)., in New York City, April 14, 1888, aged fifty- seven years; educated at Columbia College and the College of Physicians and Sur¬ geons, New York; clinical professor of eye and ear diseases in the latter; trustee of the city public schools, 1859: trustee of Columbia College, 1874; one of the founders of the F. S. Sanitary Commission, 1861; of the Union League Club of New York; an eminent surgeon in his special branches, and a Christian gentleman of the most lovely character. Alcott, Amos Bronson, in Boston, Mass., March 4, 1888, aged eighty-eight years; widely known as a lecturer, essayist, philosopher, and mystic, and honored by the sincere regard of such men as Longfellow and Emerson. Alcott, Miss Louise M. , in Boston, Mass.. March 6, 1888, aged fifty-five years; famous as a writer of charming books for young people, notable among which are Little Y/omen, Little Men, Eight Cousins, etc. 1075 / 1076 EDUCATION REPORT, 1887-88. Andrews, the Rev. Israel W., A. M., D. D., LL.D., in Hartford, Conn., April 18, 1888, aged eighty-seven years; professor of moral philosophy in Marietta College' Ohio, 1835-85; president, 1855-85; vice-president and professor of political economy' 1885-88. Astor, Mrs. Charlotte Augusta [Gibbes], in New York City, December 12, 1887, aged sixty-two years; a most liberal giver to schools, hospitals, orphan asylums, and other charities. Avery, John, A. M., LL.D., in North Bridgeton, Me., September 1, 1887, aged fifty years; professor of Greek in Bowdoin College; a noted Orientalist. Baird, Spencer Fullerton, A. M., LL.D., in Wood’s Holl, Mass., August 19, 1887; born in Reading, Pa. , February 3, 1823 ; educated at Dickinson College, Pa. ; professor of chemistry and natural history in the same, 1845-50; assistant secretary of the Smithsonian Institution, Washington, D. C., 1850-78; secretary of the same, 1878-87; U. S. Commissioner of Fish and Fisheries, 1871-87 ; trustee of the Columbian Univer¬ sity, and of the Corcoran Art Gallery; member of the National Academy of Sciences, 1864, and of numerous other societies, native and foreign. In all these relations, as in private life, Professor Baird proved himself to be one of the wisest, kindest, and most useful men of his day. His early reputation was gained as an ornithologist, but he be- oame eminent for his knowledge in every department of natural history. The National Museum in Washington is a monument to his immense practical ability. Barnes, Alfred Smith, in Brooklyn, N. Y., February 17, 1888, aged seventy- one years, one of the most extensive school-book publishers in the world; noted for his Christian philanthropy. Bates, Joshua, A. M,, LL.D., in Beverly, Mass., June 25, 1888, aged seventy-eight years; educated at Phillips Academy, Andover, and at Middlebury College, Vermont; head master of the Frothingham school, Charlestown, Mass., 1833, and of the Brim¬ mer school, Boston, 1834-76; one of the founders of the Massachusetts Teachers’ Asso¬ ciation, 1845; a frequent and valuable contributor to the Massachusetts Teacher, etc. Bergh, Henry, in New York City, March 12, 1888, aged sixty-five years; a man of excellent education, cultured tastes, and independent fortune, he became famous lor his energetic and unceasing labors for the prevention of cruelty to animals, the hu- maner treatment of destitute and friendless children, the protection of game; he organ¬ ized, and during life was the president of the New York “Society for the prevention of cruelty to animals,” an organization that has been copied in every State and large city in this country, and in almost every nation of the civilized world. Bittinger, William, in Abbottstown, Pa., March 3, 1888, aged sixty-seven years; a lifelong merchant, who left valuable legacies by his will to Pennsylvania College at Gettysburg, and to Lebanon Valley College, at Annville, for the endowment of pro¬ fessorships. Bodley, Rachel L., M. D., in Philadelphia, June 15, 1888, aged sixty years; professor of chemistry and toxicology in the Woman’s Medical College of Pennsylvania, 1865, and dean of the same, 1877, retaining both places till her death. Booth, James C., in West Haverford, Pa., March 21, 1888, aged seventy-seven years; an eminent analytical chemist; professor of practical chemistry in the Franklin institute, Philadelphia, 1836-1844, and in the Philadelphia High School, 1842-45; State geolo¬ gist of Delaware, 1837-38; melter and refiner in the Philadelphia mint, 1849-88. Bovee, Martin H. , in Whitewater, Wis., May 7, 1888, aged sixty-one years; founder of the State boys’ reformatory at Waukesha; an ardent opponent of capital punishment. Brevoort, James Carson, A. M., LL.D., in Brooklyn, N. Y., December 7, 1887, aged sixty-nine years; trustee of the Astor Library for more than a quarter century; member of the Brooklyn Board of Education; organizer and first president of the Long Island Historical Society; regent of the University of the State of New York, etc. Brewster, Henry, in New York City, September 19, 1887, aged sixty-three years; a well-known carriage-builder, whose firm established and maintained an admirable trade-school for the instruction of their employes. Brown, the Right Rev. J. H. Hobart, A. M., S. T. D., at Fond du Lac, Wis., May 2, 1888, aged fifty-seven years; Protestant Episcopal Bishop of the diocese of Fond du Lac, and an indefatigable laborer in the educational affairs of his diocese. Bulkley, John W., in Brooklyn, N. Y., June 19, 1888, aged eighty-five years; taught in Fairfield, Conn., several years, in Troy, N. Y., 1832-51, in Williamsburg, N. Y., 1851-55; assistant superintendent of Brooklyn public schools, 1855-85. Bunzl, Julius, in New York City, July 4, 1887, aged forty-nine years; a liberal giver to orphan asylums, hospitals, and schools. Burton, the Rev. Nathaniel J., D. D., in Hartford, Conn., October 13, 1887, aged sixty- two years; a trustee of Yale College; Lyman Beecher lecturer on Preaching in the Yale theological school. Carnochan, John M., M. D., in New York City, October 28, 1887, aged seventy years; educated in the University of Edinburgh and in the Paris Hicole de Medicine; pro- OBITUARY LIST OF NOTABLE EDUCATORS. 1077 fessor of surgery in the medical department of the University of the City of New York; author of standard surgical treatises, etc. Carpenter, Wesley M., M. D., in New lTork City, January 7, 1888, aged fifty-five years; clinical professor of medicine in the medical department of the University of the City of New York; one of the editors of the N. Y. Medical Record. Cheever, Byron W., in Ann Arbor, Mich., March 6, 1888, aged, forty-six years; in¬ structor in chemistry in the University of Michigan, 1878-81, and professor of metal¬ lurgy in the same, 1881-88. Clark, Alonzo, A. M., M. D., LL.D., in New York City, September 13, 1887; born in Chester, Mass. , March 1, 1807; educated at Williams College and at the College of Physicians and Surgeons in New York, after which he studied long in London and Paris; professor of chemistry in the medical school at Woodstock, Vt., 1840, and of pathology in the same, 1841 ; lecturer on physiology and pathology in the College of Physicians and Surgeons of New York, 1847; professor of pathology and the practice of medicine in the same, 1855-82; president of the same, 1875-84; probably the most eminent medical instructor of his day, and a consulting physician of great reputation. Clark, Alvan, in Cambridge, Mass., August 19, 1887, aged eighty-three years; a painter and industrial designer, he became at forty- two a maker of telescopes; the lenses in the 1 great telescopes of the Dearborn Observatory, Chicago, the Naval Observatory, W ashing- ton, the Observatory of the University of Virginia, the Russian Observatory at Pultowa, the Lick Observatory in California, and many others were produced by this house. The lenses mentioned were, respectively, 18 J, 26, 26, 30, and 36 inches in diameter, each being for the time the largest ever successfully finished. Clarke, the Rev. James Freeman, D. D., in Jamaica Plain, Boston, Mass., June 8, 1888, aged seventy-eight years; an overseer of Harvard College, 1866-83; professor of natural theology and Christian doctrine in Harvard Divinity School, 1867-71; author of Ten Great Religions and many other works of liberal theology. Cogswell, the Rev. Elliot C., at Rye Beach, N. H., August 31, 1887, aged seventy- three years; long time principal of Coe Academy, Northwood, N. H. Corcorax, William Wilson, in Washington, D. C., February 24, 1888, aged eighty-nine years; an eminent banker, founder and endower of the ‘•'Corcoran Gallery of Art” and of the “Louise Home ” for poor gentlewomen; endower of the National Medical College and of the Corcoran Scientific School of Columbian University, etc. Cornell, John B., in Lakewood, N. J., October 26, 1887, aged sixty-six years; aw^ell- known iron manufacturer and a liberal giver to many charitable, religious, and edu¬ cational objects; trustee of Drew Theological Seminary, etc. Crouse, David L., A. M., in New Market, Va., June 14, 1888, aged nearly thirty-five years; a graduate of North Carolina College, tutor in the same and principal of sev¬ eral schools in North Carolina till made professor of languages in the Polytechnic In¬ stitute, New Market, 1837-88. Curry, the Rev. Daniel, D. D., in New York City, August 17, 1837, aged seventy-seven years; formerly principal of Troy Conference Academy, and, later, president of In¬ diana Wesleyan University; from 1864 editor of the Christian Advocate, the chief Methodist journal. Dacey, Timothy J., LL. B., in Boston, Mass, December 15, 1837, aged thirty-eight years; educated in the public schools of Boston, in Holy Cross College, Worcester, and in Harvard Law School; assistant Commonwealth’s attorney for Suffolk County, Massachusetts, 1877-87 ; president of the trustees of the Boston City Hospital and president of the Boston public school committee; a man of lovable character, in¬ dustrious habits, and refined tastes. Davidson, Augustus R., M. D., in Buffalo, N. Y., May 25, 1888, aged forty-three years; professor of medical chemistry, toxicology, and dermatology in the medical department of Niagara University. Davis, Edwin H., M. D., in New York, April 20, 1888, aged seventy-seven years; an archaeologist associated with E. G. Squier in the authorship of Ancient Monuments of the Mississippi Valley , professor of materia medica and therapeutics in the New York Medical College, 1850-59. Dawson, Benjamin Frederick, M. D., in New York City, April 3, 1888, aged forty -four years; professor of gynecology in the New York Post Graduate Medical School. De Schweinitz, the Rt. Rev. Edmund, D. D. , LL. D. , in Bethlehem, Pa. , December 18, 1887, aged sixty-two years; senior bishop of the Moravian Brethren in America, professor in the Moravian Theolpgical School, a well-known writer on Moravian church history, etc. Dinwiddle, Hardaway H., A. M., in College Station, Texas, December 11, 1887, aged forty- three years; a graduate of Virginia Military Institute, 1867; instructor in the Texas Military Institute, 1869-79; professor of chemistry, 1879-87. and chairman of the faculty, 1883-87, in the Agricultural and Mechanical College of Texas; a man of ' 1078 EDUCATION REPORT, 1887-88. singular purity, energy, and devotion to duty, and hi.: death a serious loss to educa¬ tion in that State. Dix, Miss Dorothea L., in Trenton, N. J., July 19, 16-'. a 1 eighty-two years; being independent in her circumatan 30, she di to ameliorating the condition and treatment of priso from 1861 to 1865 supervising nurse U. S. Army. DolAI. Carl Daniel Idol;. Ph. D.. ill Brook rn n sixty-eight years; a German by birth, educated at Dorpat and Leij -:c. a private tutor in Russia, and a teacher in Get mapy pn . i wh i the rrived in Texas; he edited a newspaper in San Antouio. 1^4u-5 : taught aun in Philadelphia and Boston, 1S54-59, and subsequently established hinder .art ns and hoois in Hoboxen and Newark, N. J., 1869-76; alter this Time A.- .uain a journalist, writing much for educational periodicals; he was an ar.nn . . i~. woe n i h _ kindergarten and of other German pedagogical Rational Readers, and an illustrated German primer, Drake, T. B, 6.. hi. D., in few fork 11, 1 - aged forty-three years; professor of clinical medicine in the Medical department of the C nivt rgi of New York. Deexel, Joseph W., in New York City. March 24, 163 A aged fifty-five years: a well- known banker, much interested in edu itii ial with the New York Academy of Natural Sci< . Mut the New York Geographical Society, the New York Historic . Society, the New York Sanitary Society, the Society for Impio - g audition oi Duggan, James R., A. M., M. D., J!h. I)., a Wakt Forest College North Carolina, January 3, 1888, aged thirty years; professor of chemistry l - S'i-88. Dunlap, the Rt, Rev. George K., S. T. D., at Las Cruces, New Mexico. March 12, 1888, aged fifty-seven years: missionary bishop « the tant Episcopal Church for the dioe.se of Arizona and New Me ::ieo since ] 1 ; an . tian education. Dunster, Edward S., M. D., in Ann Arbor, Mich., May 3, 18- aged fifty-four years; professor of obstetrics successively in the medical schools of the University of Ver¬ mont and of Dartmouth College, in the Long Island. Medical College Hospital, and in the University of Michigan. Elliott, Ebenezer B., in Washington, D. C. May 24, lSS- aged sixty-four years; act¬ uary of the U. S. Sanitary Commission 1 11-65; chief clerk of the Bureau of Sta¬ tistics and actuary of the Department 1867-1888; long and prominently identified with the reform of the wit] the . ppli< ation of eempetative examinations as a test of fitness for a] nntments tbqn :n- member of the i liilosoph- ociety of Washington: an authority in v coinage, weights and measures, and an acceptable writer on those a . a ilopedias, etc. Elliott, the Rt. Rev. Robert W. B., D. D., inSewanee, Tenn., August 26, 1887, aged forty-seven years; bishop of the Protestant Episcopal Church for Western Texas, and an energetic promoter of schools and colleges. Fairbanks. Horace, in New Yoi one of the well-known firm of weighiug-.w generous giver to libraries, schools, and charities. Falk, the Rev. F. A. W., Ph. D., in Racine. Wis., Beaember 1, 1637, aged seventy- two years: professor of ancient angi and of modem languages in Frank,;:. shall C . . Pen eylvania, 1861-67, and in Racine College, 1867-87. Ficklin, Joseph, Ph. D., in Columbia, Mo., September 6, 1887, aged fifty-four years; professor of mathematics in the University of Missouri 1865-87; author of a Complete Algebra, etc. Gay, Sidney Howard, in Staten Island aged seventy-four years; a well-known journalist, and auth ar of an iy of the United States. Gilbert, John W., in Tuscaloosa. Ala.. August, 1887, aged twenty-ibur years; assist¬ ant professor of the English language and literature in the University of Alabama, 1885-87. Gilmore, Quincy A., in Brooklyn. N. T. . April " ged sixty-two years: gradu¬ ated from the Military Academy, 1849; in>:ruc :or of raid: kesame, 1652-56; served with eminent ability as engineer in the Federal Army during the ( ivil War; brevet major-general U. S. A: authi si orks an imes, Hy¬ draulic Cements, and Mortars, and on.. Goldsmith, Middleton, A. M., M. D.,in Rutland, Tt.. November 26, 1667, aged sixty- nine years; professor of surgery in Castleton Medical School, 1844-55. and in Ken¬ tucky School of Medicine. 1856-61; ay, 1661-65; a character of singular charity, orignality, and boldness. OBITUARY LIST OF NOTABLE EDUCATORS. 1079 Good, the Rev. Jeremiah H., D. D., in Tiffin, Ohio, January 25, 1883, aged sixty-five year.;: president of the Heidelberg Theological Seminary, and sometime, professor of mathematics in Heidelberg College. Gray, Asa, M. D., LL. D.; in Cambridge, Mass., January 30. 1888, aged seventy- seven years; born in Paris. N. Y., November 18, 1810; graduated in the Fairfield Med¬ ical School. 1831; professor of natural history in Harvard University, 1842, remaining in connection therewith till his death; probably the most eminent botanist of the cen¬ tury; author of numerous botanical works, memoirs, etc., among which should be re¬ membered Elements of Botany, 1836; Botanical Text-book, 1842; How Plants Grow, 1858; How Plants Behave, 1875; Manual of the Botany of the Northern United States, 1£48; Synoptical Flora of North America, etc. Gunn, Moses. M. D.. in Chicago, Ill., November 4, 1887. aged sixty-five years; professor of surgery in the University of Michigan, 18—, and in Rush Medical College, Chicago, 1868-87; medical director in the Federal Army, 1861-65, etc. Hacel, Joseph E., M. D., in Toledo, Ohio, April 24, 1888, aged forty years: well-known physiologist. Hague, the Rev. William, D. D., in Boston, Mass., August 1, 1887, aged seventy-nine years: a trustee of Brown University, Rhode Island; Columbian University, District of Columbia, and Yassar College, New York, and a Baptist clergyman of note. Hardy, Alpheus. in Boston, Mass., August 7, 1887, aged seventy-nine years: trustee for twenty-two years of Amherst College, Massachusetts, and for twenty-seven years ox Andover Theological Seminary : a well-known merchant and philanthropist. Haegee, Oscar. A. M., in New Haven. Conn., November 6, 1887, aged forty-four years; assistant professor of paleontology in Yale University. Harrington, Rev. Henry F., in Keene, N. H., September 19, 1887, aged seventy-three years: educated at Phillips Exeter Academy and Harvard College; usher in the Bos¬ ton English High School, 1335-40; member of school committee in Lawrence, Mass., 1848-54, and in Cambridge, Mass., 1854-64; superintendent of public schools New Bedford, Mass., 1864-87: author of a teacher's manual, an elementary speller, a pri¬ mary geography, and of a remarkably able series of annual school reports; one of the wisest, kindest, and most lovable of men. Harris, Rev. William L..D. D., LL. D., in New York, September 2, 1887, aged sev¬ enty years; tutor in Ohio Wesleyan University, 1845; principal of Baldwin Institute (now University), 1848; professor in Ohio Wesleyan University, 1852-60; a noted clergyman and bishop of the Methodist Episcopal denomination. Hassard, John B. G., in New York, April 18, 1888, aged fifty-one years ; a well-known journalist and musical critic; author of a school history of the United States. Hayden, Ferdinand Y. , A. M. , M. D. , LL. D. , in Philadelphia, December 22, 1887, aged fifty, eight years: professor of geology and mineralogy in the University of Penn¬ sylvania, 1865-72; one of the ablest, most industrious, and worst-abused of scientific explorers in the Territories; a man of rare energy, modesty, and unselfishness. Heilpein, Michael, in New York, May 10, 1888, aged sixty-five years; one of the prin¬ cipal contributors to Appleton’s American Cyclopedias, the New York Nation, etc. Hickock, Rev, Laurens Perseus, D. D., at Amherst, Mass., May 6, 1888, aged eighty- nine years; born in Bethel, Conn., 1798, graduated from Union College, 1820, taught in T/estern Reserve College, 1838-44, and in Auburn Theological Seminary, 1844-52; at Union College, as professor of mental and moral science, 1852-66, and as president, 1836-68: author of valuable works on moral philosophy, on rational psychology^ on rational cosmology, on moral science, on the Creator and the creation, etc. Holder, Joseph B., M. B., in New York, February 28, 1888, aged sixty-four years; curator of invertebrate zoology in the American Museum of Natural History ; author of Fauna Americana, etc. Homes, Henry Augustus, LL. D.} in Albany, N. Y., November 3, 1887, aged seventy- seven years; in the State Library as assistant, 1854-62, and as principal librarian, 1862-87 ; a noted Oriental scholar. Howard, Fiodoardo, M. D. , in Rockville, Md., January 17, 1888, aged seventy-six years; professor of obstetrics and gynecology in the medical department of Georgetown University. Hutchinson, Joseph C., M. D., LL. D., in Brooklyn, July 17, 1887, aged sixty years; professor of surgery in the Long Island College Hospital, 1860-67 ; health officer of Brooklyn. 1873-76, etc. Hyde, Frederick, M. D. , in Cortland, N. Y. , October 15, 1887, aged seventy years ; professor of surgery in the medical department of Syracuse University ; president of the trustees of Cortland State Normal School; trustee of the Franklin-Hatch library, etc. J.-VEVE9, James Jackson, in Tarasp, Switzerland, June 28, 1888, aged seventy years: author of Art Hints, 1845; The Art Idea : sculpture, painting, and architecture in America, 1865; Confessions of an Inquirer, 1857-69: Art Thoughts, 1869; most 1080 EDUCATION REPORT, 1887-88. of his collection of early Italian paintings are now in the Yale School of Fine Arts; \ his collection of Etruscan sarcophagi is in the Boston Museum of Fine Arts; his admirable specimens of old Venetian glassware now belong to the Metropolitan Art Museum of New York, and another collection of pictures and sculptures, brought to¬ gether by his taste, is now in the Art Museum of Cleveland, Ohio; with very mod¬ erate means he was a life-long student and collector, and confessedly the chief of American art critics and writers. Johannot, James, LL. D., at Tarpon Springs, Fla., June 18, 1888, aged about sixty- five years; a teacher, educational writer, and conductor of teachers’ institutes for nearly half a century. Kemen, Mary Josephine, “Mother Emilie,” in Lockport, N. Y., July 20, 1887; aged about sixty- three years; superior of the Order of “Sisters of St. Mary ” in America, 1863-87; foundress of thirteen convent schools, etc. Lamy, the Most Rev. John B., Roman Catholic archbishop of Santa F6, in Santa Fe, N. Mex., February 13, 1888; aged seventy-four years; an eminent promoter of secondary and superior Catholic schools. Le avenworth, Eiias W. , LL. D. , in Syracuse, N. Y. , November 25, 1887, aged eighty- four years; regent of the University of the State of New York, etc. Lincoln, the Rev. Heman, D. D., at Newton, Mass., October 19, 1887, aged sixty -six years; professor of Ecclesiastical History in Newton Theological Institution. Linsly, Jared, A. M., M. D., in Nortliford, Conn., July 12, 1887, aged eighty-three years; for many years a trustee of the College of Physicians and Surgeons of New York City; a liberal giver to the library-fund of Yale University, etc. Lozier, Mrs. Clemence H. S., M. D., in New York City, April 26, 1888, aged seventy- four years; dean of the Homoeopathic Womans’ Medical College of New York, 1863-88. McCarty, Hugh De France, in Highland, Kans. , September 12, 1887, aged fifty-seven years; superintendent of Leavenworth County public schools, 1868-69; State superin¬ tendent of public instruction in Kansas, 1870-74; professor of mathematics in High¬ land University, 1879-87. Mell, Rev. Patrick Hughes, D. D., in Athens, Ga., January 26, 1888, aged nearly sev¬ enty-four years; educated at Darien Academy, Georgia, and Amherst College, Massa¬ chusetts; professor in Mercer University, 1842-55; in the University of Georgia, 1856- 60; president, 1860, and chancellor, 1878, of the same until his death; for many years president of the Southern Baptist Association, etc. Memminger, Charles G., in Charleston, S. C., March 7, 1888, aged eighty-four years; honorably associated with the sustentation of specie payments by the State banks in 1836-37, and with the reform of the State school system, 1854; though opposing Mr. Calhoun’s nullification ideas in 1832, he adhered to the fortunes of his State after its secession from the Union in 1860, and served as secretary of the Confederate treasury from 1861 to 1864. Meyrowitz, Alexander, M. A. , in New York, August 18, 1887, aged seventy-three years; professor of Hebrew and of Semitic literature in the University of the City of New York, 1873, and in the University of the State of Missouri, 1876. Miller, Akin C., M. D., in Cleveland, Ohio, June 21, 1887, aged nearly fifty-five years; professor of gynecology in the medical department of the University of Wooster. Morris, P. Pemberton, LL. D., in Philadelphia, March 1, 1888, aged seventy years; professor of practice, pleading, and evidence in the law school of the University of Pennsylvania, 1863-83. Orr, Gustavus J., A. M., LL. D., in Atlanta, Ga., December 11, 1887, aged sixty-eight years; professor of mathematics in Emory College, 1856-72; State school commis¬ sioner, 1872-87; energetic, yet judicious; liberal and genial, but sternly honest. He revived the public school system of the State from the low condition into which it had fallen from previous mismanagement and dishonesty, and left it upon his death firmly established in the affections of his fellow-citizens, his own best monument as a public servant. Palmer, Alonzo B., A. M., M. D., LL. D., in Ann Arbor, Mich., December 23, 1887, aged seventy- two years; professor in the University of Michigan for thirty-five years — of anatomy, 1852-54; of materia medica and therapeutics, 1854-60; of the practice of medicine, 1860-87 ; author of an excellent treatise on the Practice of Medicine, etc. Parker, Peter, A. M., M. D., in Washington, D. C., January 10, 1888, aged eighty- three years; a regent of the Smithsonian Institution, trustee of the Corcoran Art Gal¬ lery, etc. Paul, Edward A., A. M., in Washington, D. C., April 2, 1888, aged thirty-three years; principal of the City High School, 1878-88, which owes much of its success to his energy, modesty, and candor. Porter, Mrs. Eliza Chappell, in Santa Barbara, Cal., in December, 1887, aged about seventy-five years; she opened a school in a log-house, immediately outside of Fort Dearborn, Illinois, in June, 1833, and thus became the earliest teacher of the now great city of Chicago. OBITUARY LIST OF NOTABLE EDUCATORS. 1081 Porter, Rev. James, D. D., in Brooklyn, N. Y., April 16, 1888, aged eighty years; over¬ seer of Harvard College, 1852-55; trustee of Wesleyan University, 1855-71. Prescott, Miss Mary N., in Deer Island, near Newbury port, Mass., June 14, 1888, aged forty-eight years; author of many stories, etc., for the young. Randolph, N. A., M. D., in Atlantic City, N. J., August 21, 1887, aged thirty-eight years; professor of physiology in the University of Pennsylvania. Ravenel, Henry W., LL. D.^ in Aiken, S. C., July 17, 1887, aged seventy-two years; eminent as a botanist and an acknowledged authority upon cryptogamous and phenog- amous plants; a man who devoted his whole life and a large fortune to the increase and diffusion of scientific knowledge among men, yet of great modesty and self-re¬ straint. Robertson, William S., M. D., in Muscatine, Iowa, January 20, 1887, aged fifty -five years; professor of the theory and practice of medicine in the Iowa State University; president of the Iowa State Board of Health and of the State Board of Medical Ex¬ aminers; colonel of volunteers in the Federal army during the War of 1861-65; mem¬ ber of many medical societies; one of the founders of the GlenwoodHome for children of feeble mind; a man admirable in every relation of life. Root, Rev. Eleazer, A. M., M. D., in St. Augustine, Fla., July 25, 1887, aged eighty- five years; bom in Canaan, N. Y., March 6, 1802; graduated from Williams College, 1821; tutor in same, 1822; taught in the South from 1830 to 1845; founder and first president of Carroll College, Wisconsin, 1846-48; was a prominent advocate of public schools in the Wisconsin constitutional convention of 1847. and author of the act es¬ tablishing the same; first State superintendent of public instruction by unanimous election, 1849-52; superintendent of Fond du Lac County schools, 1852-53; a regent of the University of Wisconsin, 1848-53, and one of the founders and promoters of the Wisconsin Historical Society; became an Episcopal clergyman, and was rector of Trin¬ ity Church, in St. Augustine, Fla., 1874r-84; a man of life-long labor and useful¬ ness. Roots, Benajah G-., in Tamaroa, HI., May 9, 1888, aged seventy-seven years; long a teacher in New York and Hlinois; for many years county superintendent of public schools; a member of the Illinois State board of education from its foundation; some time superintendent of schools in Fort Smith, Ark. ; a great organizer and conductor of teachers’ institutes, and a tireless advocate of normal schools; known everywhere in Hlinois as “Father Roots.” Sxlyards, Joseph, A. M., in New Market, Ya., August 10, 1885, aged seventy-six years ; bom 1808; was mainly self-educated, but became wonderfully learned in English, French, German, Italian, Spanish, Latin, Greek, Hebrew, mathematics, and physics; taught for fifty-six years, of which forty were spent as principal of New Market Academy and of the Polytechnic Institute; he was also a poet of no mean ability; edited several works for the Lutheran denomination, with which he was con¬ nected, and did much other literary and editorial work. Schultz, El wood A. , B. S. , in Phillipsburg, N. J. , March 23, 1888, aged twenty-three years; tutor in chemistry in Lafayette College, Pennsylvania. Scofield, GeorgeS., at Clifton, N. Y., December 28, 1887, aged seventy-seven years; agent of the American Sunday School Union, 1826-87; editor of the Ten-Dollar Li¬ brary and of the Union Questions; millions of copies of both have been sold. Squier, Ephraim George, in Brooklyn, April 17, 1888, aged sixty-six years; in early manhood a teacher, journalist, and engineer; famous as an archssologist; in conjunc¬ tion with E. H. Davis, author of Ancient Monuments of the Mississippi Yalley, 1848, and as sole author Aboriginal Monuments of the State of New York, 1851; Nicara¬ gua, its People, Scenery, and Monuments, 1852; Notes on Central America, 1854; The States of Central America, 1857; Honduras, 1870; Peru, 1876; and numerous other works, pamphlets, and articles. Stone, Rev. James, A. B., D. D., in Detroit, Mich., May 19, 1888, aged seventy-seven years; president Kalamazoo College, 1845-65. Sturgis, JohnH., at St. Leonard’s-on-Sea, England, February, 1888, aged fifty- three years: architect of the buildings for the Boston Museum of Fine Arts, and of the Bos¬ ton Y. M. C. A., etc. ; introducer of terra-cotta as an architectural decoration in this country. Tarbox, Rev. Increase N., D. D., in Newton, Mass., May 3, 1888, aged seventy- three year's; long the secretary of the American Educational Society. Vanderpoel, Aaron J., LL. D., in Paris, France, August 22, 1887, aged sixty- two years; professor in the law school of the University of the City of New York, etc. Yodges, Edward W. , in Philadelphia, October 18, 1887, aged fifty-seven years; a teacher in the City High School since 1848. Warren, Wilmot L., A. M., in Springfield, Mass., December 23, 1887, aged forty years; a graduate and trustee of Tuft’s College, Massachusetts; editorial contributor to the Springfield Republican for twenty years. 1082 EDUCATION REPORT. 1887-88. Webb, George J., in Orange, N. J., October 6. 1837. aged eighty-four years; long a teacher of mnsic in Boston; compiler of several excellent hymnals and a composer of much sacred music. Weisse, John Adam, in New York City, January 12, 388s. aged seventy-seven years; professor C inch fcb ructor in French lor eight years in Boston ; author of , i I - - v to the French language (3842), the Origin, Progress, and Destiny of the English Language and Literature (,1878), etc. Wheeled, John H., A. M., Fir, 1>. , at I'A bug ... October 10, 1887, aged thirty-six years; professor of Latin in Bowdoin Coll eg : 3. -, 1 si, and of Greek in the Uni¬ versity of Virginia, 3 -87: one of t'n.e n . i.nuising of American philologists, whose death is a serious loss to sound scholarship. Wimmeb, Very Rev. Boniface. '. . f: . a, Beatty December 8, 1887. aged about eightv-two years ; founder of the In ned; Fine Order in this country, and a vigorous promoter of the many colleges and schools conducted thereby. FOREIGN. Abxold, Matthew, M. D., D. C. L., in Liverpool, England, April 15, 1888, aged sixty- five years; oldest son of the famous “Arnold of Rugby;” inspector of schools for the Science and Art Department of the Committee of Council on Education in England, 1854-8G; professor of poetry in the University of Oxford. 1876-88; author of Cult¬ ure and Anarchy, Literature and Dogma, etc. ; one of the ablest poets and critics of modern days. Baltzee, Dr. R., at Giessen, Germany, November 7, 1887, aged sixty-nin^ years: pro¬ fessor of mathematics in the University of Gieswn. Bloxam, Charles L., in London, England, November 28, 1887, aged fifty-five years; professor of chemistry in King:s College. Bogdaxoff, M. N., Ph. D., in St. Petersburg, Russia. March 16, 1888, aged forty-eight years; professor of ornithology in the university and a well-known writer on Russian zoology. Boucicaxt, Mme. - , in Paris, France, March, 1888. aged seventy years; proprie¬ tor for fifty years of the famous “Bon Marche; ” a life-long giver to schools, hos¬ pitals, and charities. Buekows, Sir George. Bart., M. D., LL. D., D. C. L.. in London, England, December, — 1887, aged eighty-six years: lecturer on medical jurisprudence and professor of medi¬ cine in St. Bartholomew's Hospital, London: president of the British Medical Asso¬ ciation, 1862, and president of the Royal College of Physicians, 1871-74 : physician to the Queen, 1873, etc. CiPABix, Timoteo. in Bucharest, Roumania, September 14, 1887, aged eighty-two years; a noted professor, editor, and author of books on Roumanian philology, etc. Caro, Elme Marie, in Paris, France. July 13, 1ft :7, aged sLxty-one years; professor of philosophy in the Paris faculty of letters ; member of the Academy, etc. Ceaik, Mrs. Dinah Maria [Muloch], in Short1 ands. Kent. England, October 12, 1887, aged sixtv-one years; author of John Halifax, Gentleman and many other charming stories. De Baby, Anton, in Strassburg, Germany, January 19. 1888, aged fifty-seven years; professor of botany at the Universities of Freiburg, Halle, and Strassburg; specially noted for bis researches and publications respecting fungi, bacteria, etc. De Chaumont, F. S. B. F., F. R. S., surgeon-major in the British army, in Southamp¬ ton, England. April 38, 1888, aged fifty -five years; professor of military hygiene in the Army Medical School at Netley. Dicksox, Alexander, M. A., M. D., LL.D., at Hartree House, Lanarkshire. Scotland, December 30, 1887. aged fifty-one years; professor of botany in the University of Dub¬ lin, 1866: in the Royal College of Science of Ireland, 1867: in the University of Glas¬ gow. 1868-79; in the University of Edinburgh; 1879-87; a copious writer on botanical subjects. Fechxer, Gustav Theodor, at Leipzig, Germany, November IS, 1887, aged eighty-six years: professor of experimental physics ii - fipzig; virtual creator of the subject of psychophysics, on which he wrote copiously. Fabee, Arthur, M. D., F. E. S., in London. England, December 17, 1887, aged sev¬ enty-six years; an eminent vital statistician, etc. Fleischer, Dr. Heinrich Leberecht, in Leipzig, Germany, February 10, 1SSC, aged eightv-six years; professor of Arabic in the university at that place. Gibsox, Miss Jane, in Glasgow, Scotland, December — . 1887. aged 3 02 years; founder of the Gibson bursaries in the University of Glasgow', and a liie-ioug power for learn¬ ing and religion in her native city. OBITUARY LIST OF NOTABLE EDUCATORS. 1083 Goldschmidt, Madame Jenny Lind, in Malvern, England, November 2, 1887. aged Sixty-six years; a pupil of the famous music teacher, Manuel Garcia: world-famous as voice b< ing a soprano of wonderful sweetness, hility, and expressive power; lor the last thirty years of her life a teacher of music in London. Gohdun, Alexander, M. R, C. S. L, in Belfast, Ireland, July 28, 1887, aged sixty- nine years; professor of surgery in Queen's College, Belfast, for thirty-eight years. Rairion, Frederic, M. in Louvain, Belgiu i, August 14, 1887, aged eighty years; formerly professor in the medical faculty of the Catholic University of Louvain, pres¬ ident of the Belgian Royal Academy of Medicine, commander of the Order of Leopold, etc. Harnack, Axel, Ph. D., in Dresden, Germany, January — ■, 1888, aged thirty-nine years; professor of mathematics in the Royal Polytechnic School at Dresden: Ho witt, Mrs. Mary [Botham], in Rome, Italy, February 2, 1888, aged eightv-four years; author of many volumes in verse cud prose for the young. Huxt, Robert, F, R, S., in London, England. October 17, 1887, aged eighty years; i formerly professor of mechanical science in the Royal School of Mines. Jellett, The Rev. John Hewitt, M. A., D. D., D. C. L., in Dublin, Ireland, February ^ 19, 1888, aged seventy years; fellow of Trinity College, Dublin. 1840; professor of physics, 1848: provost, 1881; one of the commissioners of national education for Ire¬ land, 1868: author of several able mathematical works. Kahxis, Karl Friedrich August, in Leipzig. Germany, June 20. 1888, aged seventy- three years: privat docent in the University of Berlin, 1842-44; professor extraordi¬ nary in the University of Breslau, 1844-50, and professor in the theological faculty of the University of Leipzig, 1850-88; a well-known writer of Lutheran theological treatises. Key, Admiral Sir Astlejy Cooper, in - , England, March 3, 1888, aged seventy-five years: director of the Royal Naval College, which he greatly improved. ' Kiechoff, Gustav Robert, in Berlin. Germany, October 17, 1887 j born in Xonigs- berg March 12, 1824; educated at the Konigsberg University; privat docent in the University of Berlin, 1848-50: professor extraordinary of experimental physics at Breslau, 1850-54; professor of physics at Heidelberg, 1854-74, and the same at Berlin, 1874-87; his discovery, in 185S. of spectrum-analysis made him famous; author of many valuable papers on magnetism, electricity, heat, etc. Kosteletsky, Di\ Vincent, at Prague, Hungary, August 19, 1837, aged eighty-seven years; sometime professor in the University, and later director of the Botanical Gar¬ den. Langer, von Edenberg Karl, M. D. , in Vienna. Austria, December 8, 1887, aged sixty- eight years; chevalier of the Austrian order of Leopold; professor of anatomy in the Universities of Buda-Pesth and Vienna, and rector of the latter in 1875-76; author of a Manual of Anatomy, etc. Lemaire, Pierre Auguste, at Briancourt, France, December 17, 1887, aged eighty-five years; professor of rhetoric in the College of Louis le Grand, Paris; editor of Lucan, Terence, Lucretius, etc. Levi, Professor Leone, in London, England, May 8, 1888, aged sixty-seven years; a well-known author and teacher of political economy. Lindner, Gustav Adolf, Ph. D., in Prague, Austria, October 16 1887, aged fifty-nine years; professor of philology and pedagogics in the University of Prague. Luther, Dr. L. , in Konigsberg, Germany — October, 1887, aged seventy years; professor of astronomy in the University. Maine, Sir Henry James Sumner, M. A., LL. D., K. 0. S. I., F. R. S., at Cannes, France, February 3, 1888. aged sixty-five years; regius professor of civil law in the University of Cambridge, 1847-54; reader on jurisprudence in the Middle Temple, London, 1854-62; corpus professor of jurisprudence in the University of Oxford, 1870- 88; author of Ancient Law, Village Communities in the East and West, Lectures on the Early History of Institutions, etc.; the first English writer who applied to law and sociology the rigid methods of modern science; he clothed his researches and results in language of singular vigor, lucidity, and grace. Mangon, Herve, in. Paris, France, May 15, 1888, aged sixty-six years; professor of en¬ gineering in the Ecole des Pouts et Chaussees, in the Conservatoire des Arts et Metiers, and in thelnstitut National; a life-long student of science as applicable to agricult¬ ure ; Minister of Agriculture in the Brisson cabinet. Neumann, Spallart, F. X., in Vienna, April 19, 1883, aged fifty-one years; professor of political economy in the University of Vienna, member of the Imperial (Aulic) Coun¬ cil, and Vice-President of the International Statistical Institute. Pansch. Dr. Adolf, in Kiel, Germany, August 1L 1887, aged forty-six years; professor extraordinary of anatomy in the University of Kiel. 1084 EDUCATION REPORT, 1887-88. Price, Bonamy, M. A., LL. D., in London, England, January 9, 1888, aged seventy- nine years; professor of political economy in the University of Oxford for more than twenty years; author of The Principles of Currency, Currency and Banking, Practi¬ cal Political Economy, etc. Quain, Richard, F. R. C- S. and F. R. S., in London, England, September 15, 1887, aged eighty-seven years; author of The Anatomy of the Arteries, and one of the authors of Sharpey & Quain's Anatomy; emeritus professor of surgery in University College; for¬ merly president of the Royal College of Surgeons, etc. Questel,, Charles August, in Paris, France, in May, 1888, aged eighty years; educated in the Ecole des Beaux Arts, in which he afterward became professor of architecture; member of the Fine Arts section in the Institute of France; president of the Central Society of French Architects, etc. Schjellerup, Hans C. F. C., in Copenhagen, Denmark, November 13, 1887, aged sixty years; professor in the Danish Naval Academy and in the Copenhagen Polytechnic School ; a well-known astronomer. Schuster, Dr. Max, in Vienna, Austria, November — , 1887, aged thirty years; assist¬ ant professor of mineralogy in the University of Vienna. Scott, The Rev. Robert, D. D., in Oxford, England, December 3, 1887, aged seventy-six years; master of Balliol College, Oxford; one of the authors of Liddell and Scott’s Greek-English Lexicon. Stewart, Balfour, F. R. S., in Balrath, Ireland, December 18, 1887, aged fifty-nine years; director of the Kew Observatory, 1859-70; professor of physics in Owens College, 1870-87 ; author of Elementary Physics, Conservation of Energy, and other valuable writings. Terquem, Alfred, in Paris, France, July 17, 1887, aged fifty-six years; professor of physics in the medical school at Lille. Thring, The Rev. Edward, at Uppingham, England, November — , 1887, aged sixty-two years; head-master of Uppingham School, 1853-87; author of Theory and Practice of Teaching; an eminent educationist. Trotter, The Rev. Coutts, M. A., in Cambridge, England, December 4, 1887, aged fifty years; vice-master of Trinity College, Cambridge, where the teaching of the natural sciences has been largely the result of his labors. Vischer, Friedrich Theodor, in Gmunden, Germany, September 15, 1887,, aged eighty years; professor of philosophy at Tubingen, 1837-46, and in the Zurich Polytechnic School, 1856-66; professor of {esthetics at Tiibiugen, 1866; author of a well-known treatise on ^Esthetics, in six volumes, etc. Von Brinz, Dr. Alois, in Munich, Bavaria, September 19, 1887, aged sixty-seven years; professor of Roman Law at the universities of Erlangen, Prague, and Munich. Von Langenbeck, Dr. Bernhard Rudolf Conrad, in Wiesbaden, Germany, September 30, 1887, aged seventy-seven years; professor of surgery in the universities at Kiel and at Berlin; surgeon-general of the Prussian army, etc.; one of the most illustrious sur¬ geons of the century. Wagner, E. L., M. D., in Leipzig, Germany, February 10, 1888, aged sixty years: for a quarter century professor of general pathology and pathological anatomy in the Uni¬ versity of Leipzig; author of a Hand-book of General Pathology, 1862, etc. Werner, Gustav, in Reutlingen, Germany, August 2, 1887, aged about seventy-eight years; founder of manual labor schools and workshops for the training, employment, and care of blind, crippled, and destitute people. Winter, Georg, Ph. D., in Leipzig, Germany, August 16, 1887, aged thirty-nine years; professor of botany in the University of Leipzig. Wroblewski, Dr. Sigismond, at Cracow, Poland, April 16, 1888, aged fifty years; pro¬ fessor of experimental physics in the university, 1882. APPENDIX. I.— REPORT ON THE SITKA INDUSTRIAL TRAINING SCHOOL. II. — ADDITIONAL DIGESTS OF STATE SCHOOL REPORTS. III. — RECORD OF THE WORK ACCOMPLISHED BY THE BUREAU OF EDUCATION FROM AUGUST 5, 1886, TO SEPTEMBER 3, 1889. 1085 L — BE POET ON THE SITKA INDUSTRIAL TRAINING SCHOOL. Sitka, Alaska, June 15, 1889. Hon. K H. R. Dawson, Commissioner of Education , Washington, D. C. : Dear Sir: At a meeting of the Territorial board of education, held last January, at which were present Messrs. Swineford, Sheakley, Duncan, and myself, I was instructed by a unanimous vote to investigate the industrial features of the mission school main¬ tained at Sitka by the Presbyterian Board of Home Missions, and to the support of which the Government annually makes contribution, and to report the results of my investi¬ gation to you in writing. Before entering upon that duty I addressed to you a note stating the scope and purpose of that vote and suggesting a hesitancy on my part with¬ out your direct approval, which I am pleased to state was given. Permit me also say that the investigation was ordered by the board of education be¬ cause William Duncan, Esq. , a member of the board, made statements in one of its sessions that some of the pupils in the institution, sent by him from Metlakhatla on Amelia Island, complained to him that they were not given any industrial training — properly speaking, that the sanitary condition of the institution .was very imperfect, and that the food was of an improper character. I was accidentally present at an interview between Mr. Duncan and seven or eight of the young men sent by him to this school, and know from what transpired in that interview between him and them that whatever the facts were, at the time he acted in the utmost good faith in bringing the matter to the atten¬ tion of the board. When here, on chat trip of the steamer, I personally know the fact that he removed two young men to their homes on Amelia Island, who were quite seri¬ ously ill and threatened with pulmonary disease, contracted, as they represented, by unnecessary exposure in procuring wood rafts for fuel for the institution. Allow me to say at the outset that I accepted this delicate task with the greatest pos¬ sible hesitation, because it is difficult in investigations of this kind to avoid the imputa¬ tion that improper motives have entered into any conclusions which have been reached. I think, since my arrival here and my participation officially in the educational affairs of the district, that I can truly say that not a single act of mine has been prompted other than by the most earnest desire to secure to the public the best possible results from the large expenditure which the Government is annually making for the support of general and industrial education among the natives of Alaska. The Bureau of Education, yourself particularly, by personal observation, is already familiar with the location, character, and the extent of the grounds and buildings occu¬ pied and used for mission and educational purposes at Sitka. I may be permitted, how¬ ever, for a fuller understanding of what follows herein, to restate that matter. The bay of Sitka at the southwest angle of the town site, extends eastwardly and southeast- wardlv, the shore line, on the north side of that portion of the bay, forming the arc of a circle. The enclosed grounds of the mission rise gently toward the north and the north¬ east from this shore line, and the main buildings of the institution are upon an eleva¬ tion of about thirty feet above sea level. A roadway from the town of Sitka to Indian River, about a mile distant, separates the mission grounds from the beach. The main buildings are about one hundred and fifty feet from the north limits of the roadway The main buildings have a south frontage, facing the bay. There are two large frame buildiugs within that enclosure and. on that eminence, used by the institution. The west rly one of these is about one hundred and fifty feet long, from east to west, and is used by the officers and teachers of the institution for dwelling purposes, and also as dormitories for the pupils. Like all buildings which I have seen in southeastern Alaska, this one is unplastered. Many of the rooms, especially those occupied by the officers and teachers, are properly lined with building paper, and thus made quite comf ortable, but I observed that the dormitories for the pupils were not so lined and finished. The sleeping places of the pupils are quite large rooms, fitted with plain deal single cots, and the bedding seemed neat and clean. Several hundred feet southeast of the building just mentioned is another of the same 1087 1088 EDUCATION REPORT, 1887-88. ground dimensions, similarly built, and three stories in height. The two are connected by a wooden covered way. The latter is divided into class rooms, dining halls, chapel, and dormitories, and is quite a comfortable structure, and in its plan well adapted to the designed use. In the rear of these are several smaller wooden buildings used as a laundry, bake¬ house, and other similar necessary purposes. On the southeast side of the roadway to Indian River, and beyond the mission enclosure, about three hundred yards from the easterly main building, is a substantial one story and a half frame building about seventy-five feet long and forty feet wide, known as the industrial building. Its rear abuts directly upon the beach at that point. The first floor is called the carpenter and cabinet shop, and the second floor is called the shoemaker’s shop. A few feet to the east of this is a very small structure made of rough boards, known as the blacksmith shop. It only has one fire, and the accompanying set of tools. One hospital building is situated upon a rising piece of ground several hundred feet from the beach and east of the road to Indian River. Its location is as healthful as can be selected in Alaska. It is a one and a half story frame building about one hundred feet long and forty feet wide; the interior arrangements are excellent and appropriate. A competent physician and surgeon and a skilful nurse or matron are employed by the board of home missions, and constitute a portion of the staff of the institution. The board of education in the fall of 1888 called the attention of the management of the mission to the fact that the sanitary condition of the buildings and grounds occupied for residence and school purposes could not be satisfactory until a large tundra swamp about twenty rods in rear of these biddings was properly drained by drawing off the accumulating water into the bay. A ditch has been partially completed since that across the west end of the mission grounds, intended to effect this drainage. Attention was also called at the same time to the imperfect condition of the sewerage leading from the main buildings to the point of discharge on the beach. There is now no means of flushing this sewer, and the result is that poisonous and most offensive gases in great quantities are given off, certainly making the vicinity disagreeable and unhealthy and an absolute nuisance to the public compelled to pass this sewer where it crosses the road to Indian River. When the attention of Dr. Jackson, of the institution, was then called to the matter he represented to the board of education that such a change was contem¬ plated by the management as would render this sewerage from the buildings inoffensive by providing water from the Indian River for the purpose of flushing. The cost, not a great deal, to conduct the water from Indian River had been estimated, he stated, and the only obstacle to the making of the improvement was the present lack of funds. I respectfully urge that the Board of Home Missions in its contract with the Govern¬ ment has entered into no more important and serious obligation in regard to the pupils ; whose industrial tuition, lodging, and feeding are at some public expense than that in relation to the health of those young people under its care at this institution. This con- • dition of things existed last year. The summer is quite well gone and the sewerage re- i mains the same. It is a duty which the Board of Home Missions owes the Government, as well as the pupils themselves, that the horrid stench and effluvia which arise from this sewer, or simply covered trough, be prevented by the expenditure of the moderate amount estimated by the management here necessary to do so. There has been long , enough delay in the matter. The example itself is an unfavorable one to natives whom i we are endeavoring to instruct in habits of cleanliness. I come now to the industrial features of the institution. The third section or par¬ agraph of the contract made by the Government with the officers of the Presbyterian Board of Home Missions, dated July 1, 1888, and to continue for one year, makes some distinction in relation to the obligation of industrial education as the sexes are divided. For the purpose of a better understanding of this report, I shall keep my statements and suggestions in regard to industrial education as provided in that paragraph distinct, as they relate to the two sexes. The contract provides that the Board of Home Missions shall provide a sufficient “number of properly qualified employes to instruct the male pupils of said school in gardening and farming and care of stock; to instruct certain of the male pupils (the number to be determined upon agreement with the party of the first part) in mechanical trades, said trades to be designated by the party of the first part; to instruct the female pupils in cookery, laundry, needlework, and general house- j wifery; and to teach the pupils the ordinary branches of an English education.” It will be thus seen that the classification of duties and obligations relates first to , the male pupils. The provision in relation to ‘ ‘ gardening and farming and care of stock ” is in part impracticable of execution. It is true that not all, or very many, of the food vegetables common to the gardens in most of the States can be raised here under ordinary conditions. There are quite a number of root crops, however, such as potatoes, beets, a kind of turnip, lettuce, and i cabbage in most seasons, which can be successfully cultivated in gardens, and have been so cultivated by the Russian and creole population of Sitka and the adjacent islands. I SITKA INDUSTRIAL TRAINING SCHOOL. 1089 have carefully examined respecting what has been done by the mission management toward experiments in gardening, and I cannot find that any attempt has been made in that respect. The mission has been in existence for many years, and the success in the cultivation of the vegetables I have named has been demonstrated in Russian gardens in existence before the transfer of the Territory to the United States. Land available for. gardening has always been easy of access, and not difficult to fit and prepare for that purpose. In fact, several islands upon which flourishing gardens exist belonging to pri¬ vate parties have only recently been appropriated by the latter which might have been secured to the mission for the same purpose. The conditions are not ripe for general farming and stock-raising in Alaska; whether they will ever exist I cannot say, but from what I have carefully observed in regard to what the Russian and the American residents have accomplished for years, in gardening, I have no hesitancy in saying that if a similar contract is entered into with the Board of Home Missions for the fiscal year 1889 it should contain a stipulation requiring the male pupils at least to be instructed in gardening and requiring the mission authorities to make a commencement in that direction. Great as are the food resources of these native people in the waters of Alaska, the time is not far off when it will be greatly diminished and made more difficult to procure. Capital in new canneries is rapidly accumulating, and while these afford em¬ ployment for a portion of the year to large numbers of the natives their direct tendency is to diminish the supply of food to the natives eventually. The most important step in their civilization and industrial education, especially in view of what I have said re¬ specting the possible failure of their accustomed food supply from the water, is to teach them the benefits of diversifying their food and the means of doing so. I deem this matter so important, in view of the neglect heretofore, that I would suggest the tempo- * rary abandonment of all other summer industrial education of the male pupils until this question of gardening -was settled and fixed definitely. The land will cost nothing but the labor of clearing it. Some of it is cleared enough to make a beginning already. The Government will supply the seeds, as it supplies many private individuals here now. I desire to press this suggestion, because I have never heard a satisfactory excuse for the delay. It was suggested in the annual report of last year that the Department of the Interior take the initiative in establishing a model farm here, that experiments, among other things, might be made to demonstrate what useful crops might be most successfully and profitably grown in Alaska. I concurred in that report at the time, but it was without due reflection, and it was also due to the further fact that my residence in the Territory had been so short that my opportunity for accurate observation was not such as it has since become. I am free to say that I have revised that opinion and am now clearly convinced that the proper thing to be done is to insist on gardening as the principal object of industrial education for the male pupils at the institution under its contract with the Government. I do not regard the blacksmith shop a real factor in the industrial education of the male pupils. There is really no blacksmithing in and about Sitka, to amount to any¬ thing, giving opportunity to exercise that trade either as an apprentice or pupil or as a journeyman. There are no draught animals on the island, except one pair of mules be¬ longing to the institution and three or four others at Tilon Bay, twelve or fifteen miles south of this, where they are employed for packing purposes. There is not the work and the materials or the demand for the finished product to justify spending any time in that department. The only possible way to educate the young male natives in that handicraft, so that they might earn a living thereby at the various mining establish¬ ments rapidly developing in Alaska, is to send them to the States and Territories where they will have an opportunity to serve an apprenticeship that will result in their ac¬ quiring a knowledge of the craft. An instructor in shoemaking is employed by the mission. Not more than a dozen of the eighty-four boys are at work in the shoeshop endeavoring to learn that trade. The natives here are rapidly taking to shoes and abandoning the deerskin moccasin, though many of them are still worn. As the native becomes more advanced in civilization he affects the white man’s dress, and now they are important customers to the traders and storekeepers in the matter of ready-made shoes. They are shrewd enough to understand that as well as the whites. I think the most important result, therefore, of the shoe¬ making department of the institution is the instruction, if properly imparted, in the art of repairing. The natives are large customers of the dealers in rubber goods, and espe¬ cially boots. The first money they save goes to the purchase of rubber boots, made necessary by their modes of gaining a livelihood by hunting, fishing, cutting and selling wood, etc., and a necessity that will always exist, owing to the peculiar conditions of soil and climate of southeastern Alaska. While there is a carpenter shop, as I have already mentioned, there is no regular in¬ structor employed in that branch, and as it exists now I do not regard it Of any practical value whatever. Five or six cottages have been erected during the past three years on grounds contiguous to the mission by natives, and occupied by them, but there is prac- 69 ED 1090 EDUCATION REPORT, 1887-88. tically little instruction of the present classes in the school in that art. Two small houses were erected in the Indian village, or ranehe, as it is called, during the past ten months by native skill, by natives living in the village itself. There has been no other oppor¬ tunity for instruction in house building on the island during that period. Several of the bright, intelligent native boys at the institution have been instructed as bakers, and do the baking of the mission, and that quite well. "When I come to the industrial training of the female pupils I will allude to that subject again. One of the points of the resolution ordering the investigation which is the subject of this special report was a specific direction that I should advise the management of the mission to desist from the employment of the male pupils in thehazardoustaskof going off to distant points in inclement weather to prepare log rafts for fnel for the institution, and then when these rafts are brought to the beach near the mission, requiring these pupils to saw and split these logs for use. The manner in which the fuel is procured is this: Available timber near Sitka for that purpose, owing to the long settlement here, is becoming scarce. Groups of these boys and young men are sent out in boats ten and fifteen miles distant to cut logs, get them into the water, put them together into rafts, and then work the rafts up the bay to the beach near the mission for use as fuel. After the rafts are towed in in that way they are broken up, and then the boys are set to work with cross-cut saws to saw them into proper fuel lengths, which is done, and they are also split into proper sizes. Many of these logs are of great length and thickness, and owing to the difficulties of the situation require the labor of hardy, stalwart men, accus¬ tomed to that kind of labor, to get them from their places in the woods to their places in the proposed rafts. These rafts have to traverse quite a distance of open sea, and the task is thus hazardous. The labor of sawing and splitting these logs on the beach, often as they are buried in the wet sand of the receding tide, is of the most exacting kind, and owing to the inclement weather prevailing here for the greater part of the year is certainly deleterious to the health of young persons confined to the warm school-room a great part of each day. Permit me to illustrate this matte* from an example. Last fall, the last of October, about a dozen of young men were started out from the mission some ten miles along the coast of this island to cut logs and construct a wood raft for fuel and to bring it in. They were in charge of a white man belonging to the institution. They camped oat for four weeks in the timber along the beach and cut and got into the water enough of yellow cedar and spruce logs to build a raft of the estimated capacity of four hundred cords of wood. The raft was completed and ready for departure when a violent storm arose, the raft went to pieces in the open sea, ev£ry log cut and put into the water was utterly lost, and the young men who had expended their time and labor for weeks narrowly es¬ caped with their lives. While it is very important that the male pupils be employed in some manual labor during each week day, I am convinced that this practice of providing fuel for the insti¬ tution in that way should be abandoned. I am also aware of the difficulty which the Board of Home Missions encounters in procuring funds for the extended and important work in which it is engaged, the mission work in Alaska included, and of how much a burden the cost of purchased fuel would be; but in my opinion, when we consider the health of the male pupils here, it is a far less serious matter than that of the present method of getting wood in rafts by the arduous labor of these young men. When the board of education took action in the matter the four members present agreed with per¬ fect unanimity that the interest which the Government has in the welfare of these pu¬ pils demanded the abolition of the plan of supplying the institution with fuel with rafts secured by their labor as I have described. In the brief annual report which I had the honor to make to you, concerning the gen¬ eral educational condition in Alaska during the past year, I suggested the propriety of Government aid in the erection of a steam saw-mill of moderate capacity in conjunction with such machinery, at a modest expense, as would constitute a plant for the manufact¬ ure of lumber for the market here by the labor of these industrial pupils, and for the manufacture of packing cases for the numerous salmon fisheries of southeastern Alaska. Mr. Duncan, at Metlakhatla, is pursuing this course in the industrial training which he is giving the people of his settlement. I know that he has been able to secure quite large contracts for supplies of that kind, the benefit of which inures to the natives of that village. I renew and urge this consideration. I desire now to call attention to the industrial education of the female pupils, under the terms of the contract, a portion of which I have already quoted. An honest elfort is being made by the managers and teachers of the institution to instruct these pupils in the ordinary duties of housewifery. One great difficulty is the lack of teachers. What I mean by that is that the teachers are too few for the number of female pupils, consider¬ ing that the task begins with teaching them to speak English, and then is continued in the instruction of an ordinary English education, and in the industrial training provided in the contract. I find that a steam laundry is attached to the institution by which all SITKA INDUSTRIAL TRAINING SCHOOL. 1091 the laundry work, including that of the pupils, is done. I regard the maintenance of this piece of machinery a serious mistake. There is no branch of female duty in which these natives require more urgency in instruction than that of cleanliness of person and clothing. Among the native women of the village here the primitive method of washing clothing and blankets obtains almost universally. That is, they go to a small millstream in the outskirts of Sitka in groups of eight or ten, even in midwin¬ ter, once a week, and, entering the water, wash their clothing and blankets by rubbing them upon the bowlders of the stream. It is no uncommon thing to see such a group, entirely barefoot, standing in this water, which has just left a glacier not two miles dis¬ tant, and when the mercury is to freezing point. The girls at the institution are not taught this essential of domestic duty except in theory and by precept. What they want are tubs and wash-boards there for the use of these girls in actual instruction. When they marry and have homes of their own, as is expected, they are not likely to have either servants at hand or steam laundries as part of the household outfit. I have already spoken of the fact that the baking is done by a small group of boys. I have no criticism of that, so far as it is intended to give those male pupils the means of earning a living in the future in that way; but it seems to me that while female pupils are to be industrially educated in the same institution, it is far more important that they should be thoroughly taught those matters which appertain to their own sex, especially in view of the fact that they will be wives and mothers among the working classes of Alaska for some years to come, than that some of the male pupils should be¬ come experts in that branch. The female pupils are making commendable progress in learning to sew. The fact is, that these native women are apt in learning anything of that kind, and the most important thing then at the institution is to ingrain these things as indelible habits. I think more teachers are needed in the girls’ industrial department, and that all the chamber work, all the washing and ironing of clothes, and the plain baking should be done by these girls; this is not imnortant for the purpose of making domestic servants of them, but that they may take their proper places at the heads of native families to which they are destined by nature and circumstances. The zealous and competent ladies who have come from the States to engage in the laudable work of Christianizing and civilizing the natives of Alaska are doing all that energy and zeal can accomplish in the way of teaching the pupils the English language and the rudiments of an English education, together with a diligent effort at improv¬ ing their moral condition. The entire management of the institution deserve great credit for what has been accomplished in those directions. It is not my province, in this report, to do more than speak incidentally of the mission work proper of the in¬ stitution, and then only as it has its influence in shaping character, in connection with the English education which the contract requires to be imparted to the pupils. I have had numerous opportunities of observing the deportment of both the male and female pupils out of school hours, and during their Saturday holidays, and nothing can be more commendable than theirs is always. I may say here, that a brass band of fifteen pieces was organized among the male pu¬ pils, about six months ago, under quite a competent white instructor, and it is really astonishing the aptitude and skill the young men exhibit in this accomplishment. It is a pleasant diversion to those who play, but it is also a refreshing entertainment to the pupils at large. Its effects are, apparently, excellent. Permit me to make another general suggestion in regard to control of the industrial department. It has been mooted as to the propriety and necessity cn the part of the Government to provide an assistant to the general agent of education, who also has an official connection with the mission itself: After a careful consideration of the mat¬ ter I have come to this conclusion: An assistant should be provided, but he should have no official connection whatever with the Presbyterian Board of Home Missions, nor with any other of any other denomination. He should be assigned to duty at this in¬ dustrial school, and every industrial interest attached thereto should be intrusted to his management, and he should be responsible alone to the Government for his acts, methods, and conduct. On the other hand, he should have no power in the slightest degree to interfere with the mission work proper of the institution, or with its general educational features, except in regard to the latter as an inspector. Between him and the mission authorities the time could be so divided that the industrial instruction and management would not interfere with the mission and educational work proper, and in case of disagreement the Territorial board might act as an umpire and arbitrator. The fact that during this fiscal year the Government is paying to the institution the considerable sum of $12,500, with the prospect of continuing this wise liberality for some time to come, impels me to urge the considerations which I have already stated herein. All the conclusions I have reached are after months of patient investigation and careful reflection. I desire to make an observation in relation to the employment of teachers. I do not 1092 EDUCATION REPORT, 1887-88. think that the best judgment has been exercised in that respect, considering the lapse of time. I do not think that the proper effort has yet been made to educate native teachers, and that the work will be retarded to the degree that this matter is delayed. All of the pupils come to the mission with a knowledge of their .own native dialect. These people are shrewd and apt and early learn to think, and to think in their own language. The Greco-Russian Church maintains a mission school at Sitka, and, for the purposes of comparison, I have studied its methods. It employs teachers who are not only thoroughly acquainted with Russian and English, but with the Thinklet tongue. The pupils are making quite rapid progress in English through the teacher’s ability to make his explanations in the dialect which they have learned at home. Those who for years have been making this highly commendable and necessary effort to civilize the natives through the mission and industrial school at Sitka have had nat¬ ural obstacles in their way not known in any other locality where Indian instruction and education are carried on. The climate in many respects is very severe; the soil is not adapted to extensive farming, as it is on the Indian reservations in the States and Territories. There is, therefore, no middle ground in a pastoral, cattle-raising life be¬ tween the original native methods of procuring a living from the waters and the forest and their ultimate destination in civilization, as in the case of the “Plains Indians” passing from their nomadic career of buffalo hunting to what the Government hopes to accomplish. The rough, ragged nature of the country in Alaska, the almost impassa¬ ble mountain barriers which hug the coast from the national boundary on the south and far to the westward, render it impossible to remove the pupils during their period of training from the immediate vicinity of the places where their parents and kinsmen earn their living by the primitive methods of fishing and hunting. This is daily in their sight, and constantly keeps alive the tendency to revert to the native customs, habits, and usages. It requires the greatest possible courage, patience, and intelligence to over¬ come these constantly recurring obstacles. These virtues those engaged in the work have. What I have said in this report has not been for the purpose of obstructing their work on any of its many sides, but to point out the means by which the object of it all can be accelerated, according to the judgment I have reached after a careful observation of the situation and circumstances. In conclusion, permit me to thank you for the kindness and consideration I have re¬ ceived from you since our official intercourse began in the interesting and important work of education in Alaska. Yours, very respectfully, Jxo. H. Keatley, Prest. Board of Education. II.— ADDITIONAL DIGESTS OF STATE SCHOOL REPORTS, [Addenda to Chapter IV.] Below are given summaries of those State School Reports which were not received in season for use in the preparation of Chapter IV. COLORADO. f From Report for 1SS6-S7 and 1887-88 of State Superintendent Leonidas S. Cornell .] STATISTICAL SUMMARY, a 1886-87. 1887-88. Increase or Decrease. POPULATION AND ATTENDANCE. Population of school age fS-21) . 65,216 38. 601 4,300 27, 147 76. 212 45,293 5, 452 I 10 996 Number between 6 and 16 enrolled . 1 . 6*692 Number between 16 and 21 enrolled . I 1,152 Average daily attendance . 31, 516 66 1 . 4, 369 Per cent, of school population enrolled . 65 I . l Per cent, of enrolment in average attendance . 63 62 D . 1 LIBRARIES AND BUILDINGS. . Volumes in school libraries . . 13,733 686 17,375 1 . 3,642 Number of school-lionses .. .. . 820 I. . 134 Value of school-houses and property . 82, 492, 701 83,238,021 I ..8745, 320 TEACHERS AND SALARIES. Number of male teachers in graded schools . 102 109 1 . 7 Number of female teachers in graded schools . 447 452 1 . 5 Average monthly salary of male teachers in graded schools.. 8108. 20 $101. 22 D . 86. 98 Average monthly salary of female teachers in graded schools 873.47 864. 40 D . 89.07 Numher of male, teachers in ungraded schools . 242 253 1 . 11 Number of female teachers in ungraded schools _ _ 599 890 I . 291 Average monthly salary of male teachers in ungraded schools . 850.81 851.72 I . $0. 91 Average monthly salary of female teachers in ungraded I . $2.81 schools . 847.74 850. 55 EXPENDITURES. Teachers’ wages . 8499, 187 193,288 813,393 : 8586, 242 306, 771 1 . 887,055 Buildings, sites, and furniture . 1 . 113, 483 Total expenditures . 1, 097, 264 I. ....283, 871 Exnenditure per capita of school population . 13.26 15.12 1 . 1.86 Expenditure, per capita of enrolment . 20.16 1 22.71 1 . 2.55 Expenditure per capita of average attendance . r... 31.86 1 36.57 1 . 4.71 a Some of the statistics contained in this summary differ slightly from the returns made to the Bureau of Education. GENERAL STATEMENTS. During the two school years, 1886-87 and. 1887-88, a great advance was made in the condition of the public schools in all parts of the State. Not only was there an increase in the number of schools, but they were of a better grade. There was a very considera¬ ble increase in the school population, enrolment, average attendance, and in the expen¬ ditures for school purposes. A much wiser and more liberal policy was pursued in the erection and furnishing of school buildings than in former periods. Endeavors were 1093 1094 EDUCATION REPORT, 1887-88. made to secure the establishment of a definite and uniform course of study, which would certainly be of great advantage. HIGH SCHOOLS. In quite a number of places efforts have been made to establish high schools, but there are some serious difficulties in the way. In a majority of the towns and villages there are not a sufficient number of high school pupils to justify the establishment of schools independent of the lower grades. All the high schools should, if possible, be made of a sufficiently high grade to prepare students for the State university. Another difficulty is that although the law has authorized the establishment of union high schools, it has made no provision for the erection of the buildings nor for the maintenance of the schools by taxation. SCHOOL-HOUSES. During the year 18S7-88 one hundred and thirty-four school-houses were erected. Many of them are large, elegant buildings, arranged with special reference to school pur¬ poses. The school buildings of Denver are equal to any either in the East or West. During the last two years splendid school buildings were erected at La Veta, Las Animas, Colorado City, Mauitou, Monte Yista, and other towns. School boards should make no mistakes in the construction of school buildings in these days when the most approved plans may be had at very little cost. ENROLMENT. Only 66 per cent, of the school population were enrolled in the schools, and in some of the counties the percentage was less. This is a feature much to be regretted, and which should be remedied if possible. A law for compulsory school attendance would prob¬ ably diminish the evil to some extent. TEXT-BOOKS. By a recent enactment of the Legislature, school districts are permitted to furnish all their pupils with text-books at the expense of the district. Quite a number of districts have availed themselves of this privilege, and the plan is found to meet -with general ap¬ proval. One of the great advantages is that it at once secures uniformity of text-books. LIBRARIES FOR SCHOOLS. The law authorizes the school boards to levy a tax of one-tenth of a mill for library purposes, but in only a few districts has it been done. The benefits to be derived from school libraries are so great that the districts should at once begin to establish them. TEACHERS. Hundreds of teachers from the Eastern States, attracted by the healthful climate and the high salaries, have sought homes among the mountains of Colorado, and many of them who had lost their health have regained it. In this way Colorado has become well supplied with excellent teachers. Many letters are still received by the State superin¬ tendent from teachers in the East who desire to change their location. The law provides that teachers’ examinations shall be held on the last Fridays of Feb¬ ruary, May, August, and November, and at no other time. The questions are prepared by the State superintendent, hence the examinations are uniform as regards both the questions and the times of examinations. Examinations for State certificates are held once every two years, but only a few persons undertake them. STATE SCHOOL FUND. “The amount of permanent school fund in hands of the State treasurer November 30, 188S, was $488,684.85; amount due on deferred land payments, $112,507.20; making a total to the credit of the State of $601,192.05. “The revenue derived from permanent fund as interest and the rentals on school lands have amounted during the past year to a fraction over two dollars per capita for all persons of school age, or the sum of $143,141.70. Such an amount as this brings a much-needed aid to the school work, and reduces in a measure the rate of taxation.” DIGESTS OF STATE SCHOOL REPOETS. 1095 CONNECTICUT. [From Report for 1887-88 of Slate Superintendent Charles D. nine.'] STATISTICAL SUMMABY. a 1886-87. 1887-83. j Increase or Decrease. POPULATION AND ATTENDANCE. 153,260 125,794 82, 2S5 82.07 154,932 126, 055 83,856 I... . 1, G72 I . 261 Average attendance in public schools in winter . I... . 1,571 Per cent, of school population enrolled . 81.36 D . . 71 Number attendinsr other than public schools . 15,953 17,179 I... . 1,226 TEACHEBS. Number of male teachers in winter schools . 533 493 D.. . 40 Number of female teachers in winter schools . 2,559 2, 629 . 70 Whole number of teachers in winter schools . 3,092 378 3, 122 I . 30 Number who never taught before . . . 398 I..., . 20 FINANCIAL STATEMENT. Average wages of men per month . $68. S2 38. 50 $73.50 I... . $4. 68 Average wages of women per month . . . 3S. 52 I..., . 02 Total amount paid teachers . . . . . . . 1,227, 413 1,264,061 149, 323 I ....36, 648 Paid for fuel and incidentals . 148, 787 I... . 536 For repairs of school buildings . 104, 911 117, 861 88,068 124,599 1,813,823 10.90 D.., ....16,843 For new school-houses . I... . 6,738 Total amount expended for schools . . 1, 768, 371 I... 45, 452 Cost for each child enumerated . 10.76 I... . 14 Cost for each child enrolled . . 13.12 13.40 I... .28 Cost for each child in average attendance . 20.89 20. 82 D.. . 07 Estimated value of school propertv . . . 5,739, 895 6, 063, 269 I... ..323, 374 aSome of the statistics contained in this summary differ slightly from the returns made to the Bureau of Education. EXAMINATION OF THE SCHOOLS. The board of education determined not to rely simply upon the statistics of the num¬ ber of children enrolled and in average attendance, the number of days the schools were in session, etc., but to make a thorough and practical examination of the work being accomplished in the public schools. As this could not be done throughout the whole State, it was decided to make the investigation in New London County, which contains two cities, two boroughs, agricultural, mining, and maritime districts, and is therefore fairly representative of the different social and industrial conditions of the State. Every school in this county in session during the time of visitation was inspected by one or more agents of the board, who made inquiries as to the ages of different pupils and the length of time they had attended school, and then examined them in different studies to see what progress they had made. These examinations showed that there were many excellent schools in which the pupils made rapid progress and fully comprehended their studies; but in others the reverse was true. COMPAEISON OF CITY AND COUNTRY SCHOOLS. In the cities and large manufacturing towns where there are large numbers of foreign- born children attending the schools, liberal appropriations are made for schools, build¬ ings specially adapted to school purposes are erected and furnished with everything needed, the best teachers are employed, and the schools are kept in operation a full term. The children of ignorant, foreign-born parents, knowing little or nothing of the English language, enter a kindergarten attached to one of these schools when only four or five years of age; they continue to attend school until twelve or fourteen years of age when they begin work for themselves. During this time they have learned to speak and read the English language fluently, and have learned to write well; they have learned much about American history and institutions; by the study of geography they have become acquainted with the location of different countries, and with the man¬ ners, customs, and conditions of their inhabitants; they have learned enough in arith- 1096 EDUCATION REPORT, 1887-88. metic to answer all ordinary purposes; they have had instilled into them good moral principles; in brief, they have become bright, intelligent, and fully equipped for life’s duties. But so favorable a report cannot be made when we come to consider the rural schools, where we find the children of the old Connecticut families that have had a part in making the history of the State and in establishing its institutions. The houses in which these schools are taught are old, dilapidated buildings, many of them unfit for use at all; the number of pupils is small, one hundred and ninety-three schools having eight pupils or less; the teachers are inferior to those employed in the cities and large towns, and the school terms are short. It was found upon examination that about two-fifths of the children in these schools above ten years of age could not write, although most of them had been attending school from three to five years. In one hundred and twelve of these schools the old alphabet method of teaching the letters is still in vogue. The progress made in arithmetic also -was very unsatisfactory. The board of education has reported these facts just as they found them, “trusting that the people of Connecticut, who assuredly have not lost their attachment to its common school system, will not rest until a remedy is found. ’ 1 NON-ATTENDANCE. It was found that there was much irregularity in the attendance of pupils, and that many children of the age for compulsory attendance were not complying with the law. This is attributable in part to the fact that school visitors are unwilling to engage in the unpleasant task of forcing pupils to attend school, a task for which they receive no pay, and which is liable to render them obnoxious to their neighbers. About eleven per cent, of the delinquents did not attend on account of their mental or physical condition; in some cases the parents were unable to furnish suitable clothing, but “by far the larger number of cases were attributable to laziness, shiftlessness, or drink. ” It is thought by the State board that the law should entirely forbid the em¬ ployment of children under sixteen years of age during the sessions of schools, until they can furnish a certificate from proper authorities that they can read, write, and cipher; but children between the ages of fourteen and sixteen might be employed, pro¬ vided they attend an evening school. SCHOOL BUILDINGS. A large number of the school buildings were in need of repairs, or were entirely unfit for use. In New London County alone there were fifty school buildings reported in an unsuitable condition. The variety of desks was very great. Forty-three schools were supplied with new single desks. TEACHERS. A great hindrance to successful work in the schools is the frequent changing of teach¬ ers. Many schools have a new teacher every term. Of the 182 teachers in New London County, 113 were teaching their respective schools for the first year. Many of the teachers employed were too young to have charge of schools, and had undergone no special training for the business. But few male teachers were employed. The examinations of teachers are very unsatisfactory. They are not tests of education, much less of ability to teach. In the employment of teachers other considerations than the welfare of the schools frequently determine the choice. Sometimes a teacher is se¬ lected simply because she has been unfortunate, or is in bad health; but more frequently because she is a relative or friend of the committee. Sometimes political or religious influences determine the appointments. Many of the teachers have never seen a well-conducted school, and consequently do not know what a good school is. If the young teachers were required to spend a certain number of days in the year in a model school like those connected with the State Nor¬ mal School, they would acquire much valuable information which would greatly enhance their efficiency as teachers. PRIVATE SCHOOLS. Some of these were established because of a desire on the part of parents to keep their children separate from the common masses; others on account of dissatisfaction with the management of the public schools, or dislike of teacher or committee. In some cases the withdrawal of the children of intelligent and cultured people has resulted in deterioration of the public schools. DIGESTS OF STATE SCHOOL REPORTS. 1097 ILLINOIS. f [Fi om Report for 1886-87 and 1837-88 of Stale Superintendent Richard Edwards .] STATISTICAL SUMMARY, a j 1886-87. 1887-88. Increase or Decrease. POPULATION AND ATTENDANCE. 556,199 540,265 1,096,464 177, 398 568,337 550,135 1, 118, 472 ISO, 989 186. 913 I ....12,138 I .9 870 I... ....22,008 I... . 3, 591 Female pupils enrolled in graded schools . 182,289 I... - 4, 624 206,068 183.146 ! 74S’ 901 506,197 202.349 i D. . 3, 719 181 i 098 1 751,349 D .. .2,048 I.. . 2, 448 Average daily attendance . 518.043 ] I... . 11, 846 Average duration of schools in months . 7.3 '7.3 i TEACHERS AND SALARIES. Male teachers in graded schools . . 1,312 5,920 1.378 I.. . 66 Female teachers in graded schools . 6,313 5,202 j 8,385 21.278 I.. Male teachers in ungraded schools . 5,416 D . 214 Female teachers in ungraded schools . . 8, 449 i D . 64 Whole number of teachers . 21,097 S51.4S 842.17 ! i . 181 Average monthly wages of male teachers $52. 93 $43.09 i 1 45 Average monthly wages of female teachers . 1 1.. . 92 DISTRICT SCHOOL LIBRARIES. Number of districts having libraries . 1,116 11,734 1,239 31,558 | I.. . 123 Number of volumes bought during the year for district libra- i„ ....19,824 Whole number of volumes in district libraries . 123,201 159,166 I ....35, 965 PRIVATE SCHOOLS. Number of private schools . 838 914 I Number of teachers in private schools . 2,258 2,743 . 4 85 Number of pupils in private schools . 87,825 100,465 h" ....12,640 EXPENDITURES. Paid male teachers of graded schools . $914,015 $1,031,844 i... .$117, 829 Paid female teachers of erraded schools . 2.589,972 I 1,358,104 i 1,473,185 j 6,335,276 | 9,651,935 | 2, 985i 53S | 1, 250. 749 ! i 395, 565 Paid male teachers of ungraded schools . D.. ...107, 355 Paid female teachers of ungraded schools . 1, 446, 38o j 6, 714, 517 i 9, 799, 721 ! D ....26,800 Whole amount paid teachers . I.. ..379, 241 ..147, 786 Total expenditures . I a Some of the statistics contained in this summary differ slightly from the returns made to the Bureau of Education. LOCAL MANAGEMENT OF SCHOOLS. A prominent feature of the school system of Illinois is the almost entirely local con¬ trol of the schools. Every township has a hoard of trustees which determines the boundaries of the different districts, and appoints the township treasurer through whom is distributed the amount of money received by the township from the Statefund. They also have control of the township high schools. Bnt the district directors are the most important school officers. They elect the teacher, determine the teacher’s salary, decide what studies shall be pursued, what books used, and what amount of money shall be expended for all purposes except what the law says shall be determined otherwise. In the selection of a teacher, however, they must limit themselves to those persons who have been approved by the county or State superintendent. POWER OF THE STATE SUPERINTENDENT. * Although the State superintendent is placed at the head of the public school system, the law has invested him with very little power. He can require reports to be made to him by the county superintendents and other school officers, and can withhold from 1098 EDUCATION REPORT, 1887-88. any section which lias not complied "with the school laws its proportion of the State school fund. Beyond this, he must rely upon his own efforts and personal influence for accomplishing any purpose. He can be of great assistance, however, by visiting the schools in different parts of the State, conferring with county and city superintendents and other school officers, arranging for teachers’ institutes, and collecting and publish¬ ing the school statistics. SCHOOL DISTEICTS. In the opinion of many of the best educators of the State the interests of the schools would be subserved by making the school districts correspond with the townships. In objection to this, it is stated that there would bo too great a centralization of power, and that the present system requires a large number of school directors who receive much information in the discharge of their duties. The improvement of these officers, how¬ ever, is ef much less importance than the interests of the common schools in which over a million children are receiving instruction. BEVISION OF THE SCHOOL LAW. By a joint resolution of the thirty-fifth General Assembly, the State superintendent was intrusted with the work of revising the laws relating to the public schools. He was assisted in this work by four prominent men of the State, three of whom were en¬ gaged in educational work. About sixteen years had elapsed since the last revision, during which time many additions and repeals had been made; moreover, the laws were placed together without any regard to system or to the subject-matter. In order to ascertain the duties of the State superintendent it would be necessary to examine all the school laws, for many provisions relating to him were to bo found where they might be least expected. According to the arrangement made by the State superintend¬ ent and his assistants, the law consists of sixteen different articles, each relating to a different subject. Each article is subdivided into sections which contain all the pro¬ visions of law relating to that subject. C03IPULS0EY EDUCATION. There is already a statute which was designed to secure the attendance of children upon the schools, but it seems to be entirely inoperative. It is doubtful whether it has secured the attendance of a hundred pupils who otherwise would have remained at home. If the ill effects and dangers which follow illiteracy are so great as to necessi¬ tate the expenditure of millions of dollars to prevent them, then they are also great enough to obligate the State to see to it that all the children are attending either a pub¬ lic or private school, or have satisfactory reasons for not doing so. An examination of the statistical tables of 1888 shows that after deducting the number of children in at¬ tendance upon public and private schools from the total number of children who are be¬ tween six and twenty-one years of age, there is a balance of 266,658 children not at¬ tending any school. It is true that many of these have already secured a fair education and that many others are justifiably absent, but it is quite probable that there are many not embraced in either of these classes. In Massachusetts, truant officers, who receive a regular salary, are appointed for the special purpose of looking after the youth of school age and seeing that they attend school. In other States children of certain ages are not allowed to be employed in mills or factories. It would not be well for Illinois to adopt such measures too hastily: it should first be seen what can be accomplished by moral influence and by the awakening of a greater interest in education, and such children as cannot be reached in these ways should be made to feel the influence of the law. HIGH SCHOOLS. In 1867 the people of Princeton secured the enactment of a law authorizing the estab¬ lishment of a high school at that place. The school has been very successfully carried on ever since, and Princeton has become an educational centre. Other towns, seeing what had been accomplished there, undertook similar enterprises, and in 1879 a general law was enacted authorizing the establishment of high schools. Public education should not be limited to the jfcmary elements of an education. In former times a person who could read and write enjoyed quite a distinction, but that time has passed. At thQ present time unless a person’s education embraces more than the ability to read, write, and cipher he is not fully prepared to compete with his fellow- men in the struggles of life. DIGESTS OF STATE SCHOOL REPORTS. 1099 High schools serve as a stimulus to pupils of the lower grades; for, even if a hoy does not care to prepare himself for a high school course, his fellow-students are doing so, and he endeavors to keep step with them. High schools also save parents the expense of sending their children off to boarding schools, hv furnishing them the means of higher education in their own township. MOEAL TEAINIXG. It is more important that children should be able to discriminate clearly between right u and wrong, and that there shall be instilled into them an admiration of what is right and i a hatred of what is wrong, than that they shall be intellectually trained. Men will re- I spect the honest and industrious laborer although he may never have entered the door of a school-room ; but they will condemn and despise the man who has become so debased I as to look with the same feeling upon right and wrong conduct. Moral instruction cannot be given best from a text-book on the subject. The strong- I; est influence in this direction is that of the teacher's personal character. ‘ ‘ Moral health vj is contagious as well as moral disease. If the teacher shows in his dealings with his h pupils that he is animated by the desire to do justice; that he is honest; that in thought i and speech and act he is pure, and that in his heart he wishes well to all about him, then L the pupils will be likely to take on these virtues. They will be likely to form habits in |: conformity wdth the ideals presented: and we know that habits at last become a part of \ the soul itself. They are inwrought into the very being.” The influence of the teacher l will be greatly increased if the pupils know that he is a man of much ability, and espe- [ cially if they know that he appreciates their circumstances and is in sympathy with their | feelings. The examples of good and illustrious men and women may be used to impart ■ very effective lessons in morality. MANUAL TBAIXIXG. This subject is now receiving much attention, and several manual training schools have been established, among the most successful of which is the Chicago Manual Training School, which is supported by the Commercial Club. Manual training has also been introduced with success into the public schools of Moline and Beardstown. The establishment of institutions for such instruction is very desirable. It is doubtful, however, whether it should be introduced into all the schools or even into all the grammar schools in the cities. It will very probably not prove to be the panacea for educational ills which its enthusiastic advocates seem to expect; but, on the other hand, it is worthy of careful consideration. AEBOE DAY. By an act of the Legislature, approved June 10, 1877, it is made the duty of the Gov¬ ernor in each recurring spring to designate a day, to be known as Arbor Day, which is to be observed by the planting of trees, shrubs, and vines about the homes and along the highways, and about the public grounds within the State. The wisdom of such a meas¬ ure will not be questioned in Illinois, where the value of trees was recognized by the first settlers, and where the planting of them has been so long encouraged. 1100 EDUCATION REPORT, 1887-88. IISDIAXA. [From Report for 1880-87 and 18S7-8S of State Superintendent Harvey H. La Follelte.] STATISTICAL SUMMARY. 1886-87. 1887-88. | Increase or Decrease. 742,866 739,239 I D.. ....3,627 17. 663 17,750 | I... 760, 529 756,989 ! D.. ....3, 540 502,091 505.965 I... . 3, 874 7,784 8,498 ; I... 509, 875 514,463 1... . 4,588 387, 194 408.775 I... ...21,581 130 133 1 I... . 3 13,863 14,047 i I... . 184 153 155 | I 2 14,016 14,202 I... . 186 $2. 02 $2.07 i I... . $0.05 L81 1.90 I... . 09 3.01 3.00 D.. . 01 1.91 2.01 I... . 10 3. 49 3.87 J . 38 2.38 2.44 x . 06 2. 18 2.26 I... . 08 1.83 1.87 I... ..... .04 9 847 $13, 798^ 4S9 9,882 $13,941,873 I... . 35 I... $143,384 720,416 809,942 I... S9, 526 14,518,905 14,751,815 I... 232,910 SI, 957, 156 $1,875,423 D. ,.$S1, 733 197, 748 218, 119 I... .. 20,371 974 452 1,208,237 344, 343 3,646,122 1,588,910 I... ..233, 785 331,257 I... .. 13.086 3, 460, 612 1,589,306 I... ..185,510 D.. 396 5,049,918 . $3,163,859 3,904,783 2, 54S, 608 5,235,032 $3,247,644 3.904, 783 2,502,125 I ..185, 114 I... ..$S3, 785 D. .. 46,483 9,617,250. 9, 654, 552 I... ... 37,302 POPULATION AND ATTENDANCE. White youth of school age (6-21) . . Colored youth of school age (6-21) . Whole number of school age . White children enrolled in schools ... Colored children enrolled in schools.. Whole number enrolled . Average daily attendance . Length of school term in days . TBACHEES AND WAGES. White teachers, . Colored teachers . . . Whole number of teachers . Average daily wages of— Men teaching in townships . . Women teaching in townships . . Men teaching in towns . Women teaching in towns . Men teaching in cities . . . . Women teaching in cities . Average daily wages of male teachers in the State at large. Average daily wages of female teachers in the State at large SCHOOL PROPERTY. Number of school-houses . Estimated value of school-houses, grounds, etc . . Estimated value of school apparatus . Total value . SCHOOL REVENUES. State’s apportionment to counties of common school reve¬ nue. Congressional township fund, interest . .. . Amount of local tuition tax . Proceeds from liquor license . Total tuition revenue from all sources . Special school revenue for the year . . Total school revenue . SCHOOL FUNDS. Non-negotiable bonds made by the State. Congressional township fund . Total amount of school funds . GENERAL CONDITION. The public school system of Indiana was established by men of broad and liberal views who were fully impressed with the importance of educating the youth of the State, and hence it has never been found necessary to go back and re-establish the system upon a new basis or upon a different plan. But whenever it has been found that an improve¬ ment could be made, there has been no hesitancy in adopting it. Thus, the old district system has given way to the more efficient township system, and county examiners have been superseded by county superintendents. Notwithstanding the great decrease in the assessed value' of real estate, the schools have suffered no decrease in the length of terms, and there has been an improvement in the condition of the primary schools. This improvement is due in large measure to the higher qualifications of the teachers, who have associated themselves together in read¬ ing circles for the purpose of carrying on a systematic and professional course of reading. In the smaller towns and villages, however, on account of the selection of incompetent and inexperienced teachers from political or social reasons, the schools have not pro¬ gressed so well. DIGESTS OF STATE SCHOOL REPORTS. 1101 The uniform course of study for country schools which was adopted by the State con¬ vention of county superintendents in 1884 has proved to be of immense benefit to the schools, and when a few modifications found advisable shall have been made, the schools will have a definite and regular course laid out for pupils during each year of their at¬ tendance. COMPULSORY ATTENDANCE. The State superintendent emphasizes the importance of the enactment of such laws as will secure the attendance at school of all children of school age who are not disquali¬ fied mentally or physically, or who are not in private schools. The right of parents to have their children educated in private schools or at home should always be fully rec¬ ognized and respected, but it should be required that the instruction there given be equal to that given in the public schools. The necessity for compulsory attendance is palpa¬ ble when we consider that the school property of the State is estimated at fifteen million dollars, and that the annual expenditure for schools is five million dollars, but that only sixty-eight per cent, of the children of school age are enrolled, and only fifty-four per cent, of them are in average attendance. If the statistics of the attendance were prop¬ erly kept and returned it would be found that the attendance was much less than that here represented. THE STATE BOARD OF EDUCATION. The superintendent thinks that the State board of education should be enlarged by the addition of three county superintendents, not more than two of them to be of the same political party, and that the powers of the board should be increased. It should have sole power to commission high schools for the admission of graduates therefrom into the Freshman class of the three State institutions: it should have control of both county and township institutes: it should prescribe lists of books from which additions should be made to the township libraries; and it should be empowered to adopt such regulations as it might deem essential to the interests of the schools. TOWNSHIP TRUSTEES. On account of the township trustees being guardians of the poor, inspectors of elec¬ tions, and supervisors of roads and bridges, they are in a large number of cases, perhaps in a majority of cases, not selected with reference to their qualifications as school trustees. On this account school officials should be entirely distinct from those having charge of elections, roads, and bridges. TOWNSHIP LIBRARIES. In ail townships where there are no libraries they should be established, and addi¬ tions should be made to those already established. They should be managed according to rules and regulations made by the State board of education. COUNTY SUPERINTENDENTS. They should be furnished with suitable offices and should be paid for all necessary expenses of printing, stationery, etc. As they are required to visit the different schools and to examine the papers of a large number of applicants for teachers’ licenses, a faith¬ ful performance of which duties requires considerable ability and much time and labor, no one can question the justice and propriety of paying them a suitable salary. HIGH SCHOOLS. The popular appreciation of, and demand for, the advantages of secondary education is manifested by the fact that under a permissive statute there have been established nearly five hundred high schools and graded schools with higher courses of study, all of which are in a prosperous condition. The graduates of one hundred of these schools are permitted by the regulations of the board of education to enter the Freshman class of Indiana University, Purdue University, and the State Normal School without examina¬ tion. The time has arrived when high schools should be established in all parts of the State upon such a system and with such a standard, to be prescribed by the State board of education, as would permit their graduates to enter the Freshman class of the three institutions above named without examination. 1102 EDUCATION REPORT, 1887-88. SCHOOL FUNDS. During the past two years special attention has been given to the status of the school funds in the various counties, and, as a result, there were colleoted each year about twelve thousand dollars more than in the preceding years and about two hundred thou¬ sand dollars were added to the permanent funds. There are two distinct funds devoted to school purposes, the Congressional township fund, and the common school fund; the latter is made up of the surplus revenue fund received from the United States Government in 1837, the bank-tax fund derived from a tax on the State bank chartered in 1834, the saline fund, the sinking fund, and the sem¬ inary fund. MAINE. [From Report for 1S37-S3 of State Superintendent N. A. Luce.] STATISTICAL SUMMARY, a 1886-87. 1887-88. Increase or Decrease. POPULATION AND ATTENDANCE. 212,621 , 212, 156 1 D .. 465 115, 761 144, 258 D 1 503 122, 308 121,192 j D 1 116 Avcr*i‘rc daily attendance per term . . . . . 101,322 68 100,122 68 | D... 1 200 Per ce”it. of whole number attending to whole number in . . Per cent, of average registered attendance to whole n limber in State . . . . 57 57 Per cent, of average daily attendance to whole number in State . . . 48 47 D... . 1 Per cent, of average daily to registered attendance . Average length of schools in days . 82 j 112 82 f 112 schools And school-houses. Number of different seliools.... . . . . . 4,759 834 4,793 919 I 34 Number of graded scliools . I .... fin Number of ungraded sohonls . . . . . . . 3,925 4,318 3,874 4, 337 D 51 Nnmher of school-houses in State . I . . 19 Nnmlipp reported in pood condition . 3,144 3,155 I 11 Number built during the vear . 64 I .... . 13 TEACHERS AND SALARIES. Men teaching in spring and summer terms . 418 269 D.... . 149 Men teaching in fall and winter terms . 1, 532 5,218 1,565 D.... . 27 Women teaching in spring and summer terms . 4, 643 D.... 575 Women tea.ehing in fall and winter terms . 3,050 7, 5S5 3,840 7,593 | I . . 781 Number of different teachers employed during the year.. I . . 13 Number of teachers continued in same school through year . 1,852 2,064 I .... . 202 Number having previous experience . 6, 474 6,366 1,232 D.... . 103 Number not having previous experience . 1,111 I . . 121 Number who were graduates of normal schools . 657 658 I . . . 1 Average wages of men per month, excluding board . $33. 82 $34.36 I . . $0. 54 Average wages of women per month, excluding board... $16. 55 $16. 92 I . . $0.36 EXPENDITURES. Total current expenditures . $1,058,936 160, 861 32, 532 $1,057,513 133, 761 D.... ....$1 423 Cost of new school-houses . D.... ....27 100 Cost of supervision . m . 33, 287 1, 224, 561 I . . 755 Total school expenditures . 1,252,329 D.... . 27, 703 Average current expenditure per pupil enrolled . 7. 26 7. 34 D... . OS a The statistics contained in this summary differ slightly from the returns made to the Bureau of Education. DIGESTS OF STATE SCHOOL REPOETS. 1103 ATTENDANCE. There was a small decrease in the number of persons of school age in the State, as j was the case in the previous year also. The aggregate decrease for the last decade, l however, was only 2,641, while in the preceding decade the decrease was 10,403. It is ? a legitimate inference, therefore, that the decrease in school population will soon entirely disappear. When it is remembered that almost one in every three of those entitled to school priv¬ ileges is not attending, and that almost one in every five of those who do attend is a | truant, it becomes manifest that the schools are not accomplishing what they should. This fact cannot be denied, but the evil of non-attendance is not so great as might at first be supposed. There are several ways in which to account for it. Many children are kept at home during the first two years they are entitled to school privileges, be¬ cause their parents consider them too young to attend school. Some do not attend because they have already reached a grade of education higher than can be furnished by the schools to which they are accessible. Others do not attend on account of poverty and the cost of text-books; others on account of parental indifference or greed. Free text-books will banish one of these obstacles: an efficient truant law should overcome [ another. SCHOOLS AND SCHOOL TEEMS, The tendency to consolidate small and poor ungraded schools into a few large and well-managed graded schools has become quite marked of late. During the last she ; years there has been a decrease of three hundred and twelve in the number of ungraded | schools, and an increase of one hundred and fifty in the number of graded schools; this : indicates that there has been a better grade of teachers, better supervision and accom¬ modations, and better work accomplished. The average term of the schools was only twenty-two weeks and two days, and many | schools had much shorter terms. Very little benefit can be obtained during such short terms; nor is it equitable to limit one school to a term of three months while the school adjacent to it is maintained eight months. [ It is not necessary that larger amounts be appropriated to the schools in order to secure * longer terms, but by discontinuing many small and unnecessary schools, and by abolish- l ing the district system, which is the source of much waste and criminal misuse of funds, it is probable that at least two weeks could be added to the average annual length i of the schools, TEACHERS. The number of women teaching still continues to increase, but there was a decrease in the number of male teachers^ As the services of women can be obtained at much L lower rates than the services of men, and as there was an increase in the salaries of [ women teaching, it is to be inferred that there was an improvement in the qualifica- | tions of the teachers. Another favorable indication was the increased number of teach- ' ers continued in the same schools, but the number of changes of teachers is still entirely l too large. TEXT-BOOKS AND APPLIANCES. It is a matter of congratulation that hereafter both uniformity and a full supply of text-books can be secured, as the Legislature in 1889 provided that school books should j be furnished to the pupils of each town at the expense of the town. This law is to go ! into effect in August. 1890. As regards maps, globes, charts, etc. , the ungraded schools are very poorly supplied, f In but one of every three ungraded schools is there a wall map, in but one of every eight ( is there a chart of any sort to aid in teaching, and in but one of every nine is there a | globe. RESOURCES AND EXPENDITURES. The increases and decreases in respect to income and expenditures were practically | the same as in the previous year. A larger sum was expended for teachers’ wages, but I this was offset by a smaller expenditure for incidental repairs of school-houses. The i State superintendent thinks that a great deal of the school money is wasted and mis- i used; until this is remedied, it is not desirable that the school funds be increased. ; 1104 EDUCATION REPORT, 1887-88. DISTRICT SYSTEM. The State superintendent is strongly in favor of the Legislature abolishing the district system and substituting the town system therefor. One of the advantages arising from it would be equality of school privileges throughout each town. Under the present system, school funds are divided among the sohools in proportion to the number of pupils in each district; in this way thinly populated districts receive only enough money to maintain a school for a very short term, while populous districts receive more money than they need. By making the change, equality of taxation, better teachers, better supervision, better school-houses, economy of taxation, and longer school terms would be secured, and many unnecessary schools would be abolished. A large majority of the intelligent and influential citizens of the State are in favor of the change; it has already been adopted in many towns, and in those towns which have not yet adopted it, it has many supporters. COMPULSORY ATTENDANCE. According to the law of 1887 all children between the ages of eight and fifteen years are required to attend school each year for at least sixteen weeks. Although this law has been in force only a short time, several serious defects have been discovered. Many towns have failed to elect the truant officers required by law, although such towns are liable to prosecution and fine. Children that have been furnished for a like period of time with instruction equal to that of the public schools are exempt from the require¬ ment, but no provision has been made for determining this. According to the provisions of the law, attendance cannot be enforced until so much of the term has elapsed that the required amount of time cannot be had in the remainder of the term. Besides, when pupils enter a graded school at the middle or last of a term they cannot be properly classified. FREE HIGH SCHOOLS. The high schools are becoming more and more an essential part of the public school system, and they are already doing a very important work in furnishing a large and constantly increasing number of teachers for the common schools. NEW LEGISLATION. Free text-books. — The Legislature of 1889 enacted that after August 1, 1890, the pupils should be furnished with text-books at the expense of their respective towns. Evening schools authorized. — Cities and towns were authorized to raise money to sup¬ port evening schools. School laios to be published biennially. — It is made the duty of the State superintendent every two years to publish the amended school laws, and, also, such circulars of infor¬ mation and advice to school officers as may be necessary. MARYLAND. [From Report for 1887-88 of Eon. M. A. Newell, Secretary of the Slate board of education of Maryland.] STATISTICAL SUMMARY. 1886-S7. 1887-88. Increase or decrease. SCHOOLS AND ATTENDANCE. Number of schools in Baltimore City . . . 124 2,000 2, 124 10 8.6 54,221 121,177 175, 398 40, 872 104, 501 145, 373 34, S43 61, 567 96, 410 128 2,031 2, 159 10 8.8 54, 210 122, 377 176, 587 41.555 106, 687 14S, 242 33, 969 61,007 94,976 1 . 4 Number of schools in the counties . I . 31 Total . 1 . 35 Number of months schools were open in Baltimore City . Number of months schools were open in the counties . Number of pupils enrolled in Baltimore City . Number of pupils enrolled in the counties . 1 . 0. 2 D . 11 1 . 1,200 Total . 1 . 1, 1S9 Highest number enrolled in one term in Baltimore City . Highest number enrolled in one term in the counties . Total . 1 . 683 1 . 2, 186 1 . 2,869 Average number in daily attendance, Baltimore City . Average number in daily attendance, counties . Total . D . S74 D . 560 D . 1,434 DIGESTS OF STATE SCHOOL REPORTS. 1105 STATISTICAL SUMMARY— Continued. 1885-87. 1887-88. > Increase or decrease. TEACHERS AND SALARIES. J 1,040 j 909 1,621 1 3, 668 $587. 25 $271.66 5363.28 5604, 334 ! 740,171 1 1,344,505 66,464 97,089 163,553 40,304 49, 584 89,888 59, 505 62, 416 121,921 781, 604 1,046,574 1,828,178 3,551 5276.42 T 117 Average yearly salary of teachers in Baltimore City . Average yearly salary of teachers in the counties . Average for the State... . . . . D . $4. 76 EXPENDITURES. Teachers’ salaries, Baltimore City . . . Teachers’ salaries, counties . S589, 764 713, 722 1,303,486 109,444 i 95,949 205, 393 41,927 57, 960 99,887 60, 645 61,244 121,889 810,754 1,021,072 1,831,826 1 . 514,570 I 26 449 Total for teachers’ salaries . I 41 019 Building, repairing, and furnishing school-houses in Balti¬ more City . D.... 42, 980 I 1 140 Building, repairing, and furnishing school-houses in the counties . . . Total . . D.... 41,840 D _ 1,623 D... ...8,376 D _ 9, 999 D . 1,140 T 1 172 Books and stationery, Baltimore City . . . . Books and stationery, counties . Total . Rent, fuel, and incidentals, Baltimore City . . . Rent, fuel, and incidentals, counties . _ . Total . I . \..S2 Total public school expenditures, Baltimore City . Total public school expenditures, counties . Total public school expenditures . D.... 29, 150 1 . 25,502 D . 3,648 HIGH SCHOOLS AND ACADEMIES. “In most instances the academy is now incorporated into the county school system; in a few cases the original independence is maintained, and in a few others there is an understanding between the trustees of the academy and the board of county school commissioners, by which the former continue to hold the title to the property, while the latter receive the ‘ donation ’ and conduct the business. In 1886 it seemed to be the policy of the State to give each of the counties §1,200 a year for the support of an acad¬ emy. This sum has been regularly paid to the academy, if one were in existence, and if not, to the school commissioners for the use of the public schools.” Superintendent Newell considers it essential to the cause of higher education in the State that there shall be maintained in every county at least one high school or its equiv¬ alent; or, where this shall be found impracticable, that there shall be at least one teacher in the county who can prepare pupils for entrance to college. NEW LEGISLATION. The State tax for schools was raised from ten cents to ten and one-half cents on the hundred dollars, and the appropriation for colored schools was raised from one hundred thousand to one hundred and twenty-five thousand dollars on certain conditions. “The elements of agricultural science may, in the discretion of the State board of education, be taught in the State Normal School and in the public schools of the State. ‘ ‘ Chapter 386 re-enacts the corresponding sections of the public school law relating to teachers’ certificates, with the proviso that after six months’ probation the examiner may issue a certificate which shall continue in force for five years.” Heretofore the period was limited to three years. Garrett County was added to those (Montgomery, Prince George, Charles, and Caroline) in which the school commissioners are appointed, not by the judges of the circuit court as in the other counties, but by the Governor, “ by and with the consent of the senate.” 70 ED 1106 EDUCATION REPORT, 1887-88. MASSACHUSETTS. [From Report for 1887-S8 of Hon. John W. Dickinson , Secretary of State Board of Education .] STATISTICAL SUMMABY. 1886-87. 1887-88. Increase or Decrease. POPULATION AND ATTENDANCE. Number of persons between 5 and 15 years of age . Number of pupils of all ages enrolled 353,052 353, 361 291,539 262, 159 90 28,968 8ft 1,033 8,696 S, 520 $116.85 $44.93 359,504 358,000 293, 941 264,723 90 29,543 8ft 1,010 8,887 8,559 $119.34 $44.83 $5, 114, 402 1 . 6, 452 I 4 639 Average membership of pupils in all the public schools . Average attendance in all the public schools . 1 . 2, ’402 1 . 2,564 Per cent, of attendance based upon average membership . Number of pupils over 15 years of age . Aye.rn.ge. duration of schools, in months . 1 . 575 TEACHEES AND SALARIES. Number of male teachers . D . 23 Number of female teachers . 1 . 191 Number of teachers necessarv to supplv schools . 1 . 39 Average monthly salary of male teachers . . I . $2.49 Average monthly salary of female teachers . D . $0.05 FINANCIAL STATEMENT. Amount raised hy taxation for teachers’ wages, fuel, care of fires and school-rooms . Amount expended for ordinary repairs . 468, 653 5,934,199 Amount expended upon public schools alone, exclusive of re- rviirino’ on rl Arpofintr TAXATION FOB SCHOOLS. There is a great disparity in the amount of money appropriated to each child in the different towns and in the percentage of valuation appropriated. The towns which ap¬ propriate the smallest sums per capita of school population are the ones in which the highest percentage of valuation is appropriated to school purposes. This shows that the weaker towns are making efforts to place their schools in as good condition as the best schools. It is the opinion of the board of education that the Commonwealth should furnish greater financial aid to these poor country towns, and that this can be done in such a way as not to impair the habit of self-reliance which has so long existed in them. The towns particularly needing this assistance are situated along Cape Cod and in the western part of the State, remote from business centres and the great lines of travel. HIGH SCHOOLS. “ High schools have been maintained the past year in one hundred and ninety-eight citips and towns. Forty-four towns, not required by law so to do, have maintained high schools. The whole number of such schools maintained the past year is two hundred and thirty. They are furnishing instruction to over twenty-two thousand pupils, and the population of the cities and towns in which high schools are maintained is over ninety- five per cent, of the whole population of the State. These figures furnish striking evi¬ dence of the high estimation placed upon the benefits of the education furnished by high schools. * ‘ These schools are of two grades ; the lower furnishing instruction in all those branches necessary to qualify youth to fill successfully most of the business pursuits and voca¬ tions of life, and the higher furnishing instruction in all required for admission to col¬ leges and universities. High schools have, in recent years, made decided progress in all directions, especially in their organization and methods of instruction; and while they are still capable of much improvement, they are now worthy of the full confidence ; and the generous support which have been accorded them.” EVENING SCHOOLS. All cities and towns having ten thousand or more inhabitants are required to main¬ tain evening schools for the instruction of pupils over twelve years of age. There were two hundred and fourteen such schools, with an attendance of twenty-four thousand DIGESTS OF STATE SCHOOL REPORTS. 1107 seven hundred and twenty-five pupils. Five cities and towns failed to comply with the law, hut eighteen towns maintained schools which were not required by law to do so. The most discouraging feature connected with the evening schools is the low average attendance — a difficulty not easily remedied. TEACHEES. The number of male teachers is steadily decreasing. There are fewer changes of teachers, however, and consequently those employed are enabled to do better work, and teaching becomes more like a profession. A larger number of teachers are graduates of normal schools, the ratio of normal school graduates to the whole number of teachers having increased in the last eight years from twenty-two to twenty-seven per cent. The salaries of teachers have increased quite rapidly; particularly is this true of male teach¬ ers. the average monthly salary of whom is £119.34. The standard of teachers’ quali¬ fications has been raised even more rapidly than the compensation. PRIVATE SCHOOLS. The number of children reported as attending private schools is thirty-seven thousand two hundred and ninety-one, which is a much larger number than ever before, and is more than twice as many as attended private schools ten years ago. SUPERVISION. f The importance of competent supervision of the schools has been so generally acknowl¬ edged that twenty-eight towns and all but two cities in the State have for years em¬ ployed a superintendent of schools, but in the smaller towns there has been no supervi¬ sion except that given by the occasional visits of the school committees. Provision was long ago made by law for the union of two or more towns in the employment of a superin¬ tendent; but, either on account of the expense of having a superintendent or on account of anticipated difficulties in the joint action of districts, no towns availed themselves of the privilege. In 1888, however, it was enacted that if any two or more towns, the val¬ uation of each of which does not exceed two and a half millions of dollars, together raised and appropriated for the employment of a superintendent not less than seven hundred and fifty dollars, the State should furnish them five hundred dollars to supplement the superintendent’s salary, and five hundred dollars more to be used in paying the salaries of teachers. Hence, any district that raises seven hundred and fifty dollars for the em¬ ployment of a superintendent receives one thousand dollars from the State. Several districts have already taken advantage of this offer, and it is thought that eventually all the towns will be thus provided with superintendents. FREE TEXT-BOOKS. The law providing for free text-books has been in operation about five years. It seems, from the returns, to have increased the school attendance more than ten per cent. ; in the high schools especially it was immediately followed by a largely increased attend¬ ance. The testimony in favor of the law is decided and unanimous. STATE AGENTS. By reason of the increased appropriations for State agents, the board of education was enabled to increase the Dumber of agents to five. The duties of agents are to visit the schools, confer with teachers and committees, conduct teachers’ meetings, etc. They are general superintendents of the schools. One of the agents was employed for the special purpose of introducing industrial draw¬ ing into the public schools and of giving instruction in that branch. Much interest in this department has been awakened, and the teachers are earnestly endeavoring to ac¬ quaint themselves with it. The State was divided into four parts, and each of the other agents was detailed to look after the schools in one of these sections. Their attention was given especially to the schools of the smaller towns, which have little or no intelligent supervision, and consequently their services were of great value. 1108 EDUCATION REPORT, 1887-88. PHYSICAL EDUCATION. ‘ £As the body is the instrument which the mind uses in its efforts for knowledge and development, every complete system of education should include in its provisions a care¬ fully prepared plan of physical training. Not only should the conditions of physical health be observed in selecting the location and site of the school-house, in its construc¬ tion and in its use, but they should also be observed in directing the children to good habits of living and study. The value to the individual of a sound body cannot be overestimated. Health is a condition of right intellectual and moral development, of usefulness and happiness. To secure it the laws of health must be observed from the earliest years of the child’s life. This must be done under the wise direction of parents at home and of teachers at school until the child has acquired knowledge and self-con¬ trol enough to enable him to take care of himself. “In the examination of teachers for the public schools, their knowledge of the prin¬ ciples and methods of physical education should be determined with the same care as is exercised in testing their ability to teach any of the branches of learning. ’ ’ CHABACTEB OF PUBLIC SCHOOL IXSTEUCTIOX. The public schools are regarded by some as Godless institutions. While it is true that the public schools do not teach any particular form of religion, it is also equally true that they are not anti-religious. “The people will never submit to a general tax for ecclesiastical objects concerning which the State has no right to express any opinion, and over which it has no right to exercise any control, but they will freely support those institutions whose exclusive aim it is to train their pupils to become intelligent, virtuous, and loyal citizens of a free commonwealth. While the public common school, from the nature of the case, must exclude from its exercises those topics of study and that training which have for their objects special forms of religious belief and religious service, it should with great fidelity communicate a knowledge of the moral qualities of human conduct and furnish occasions for acquiring facility in the practice of every virtue.” “ What harm can come to a true religion from the ability to read or to perform arith¬ metical problems; from a knowledge of the constitution and uses of things in the natural world; from an understanding of the principles and forms of our civil government; from the power to reason correctly; from a training in the practice of good manners, or from the cultivation of the virtues which are the ornament of society and the basis of a re¬ publican constitution ? ’ ’ MISSISSIPPI. [ From Letter of State Superintendent J. R. Preston to the Commissioner of Education , May 17, 18S9.] “Public education is steadily advancing in Mississippi Within the past year we have expended over two hundred thousand dollars in school buildings, some towns having put up twenty-five and thirty thousand dollar buildings for graded schools. Nearly all our towns of fifteen hundred inhabitants and over have graded schools in session from seven to ten months, and several counties this year will have six months of free school in the country districts. The cause is prospering with us, and we have strong and abiding hopes that an educational revival is not far in the future.” NEW JERSEY. [From Report for 1887-88 of State Superintendent Charles W. Fuller.] STATISTICAL SUMMAEY. 1886-87. 18S7-88. Increase or j Decrease. POPULATION AND ATTENDANCE. Population 5 to 18 vears of ago . 374,011 224,107 387,847 224,398 135,187 209,542 46, 475 109, 790 1 . 13,836 Total enrolment . ! 1 . 291 Number in average attendanee . 131,867 1 1 . 3,320 Number the schools •will scat . . . 205, S35 37,830 I ....3,707 Number attending private schools . 1 . 8,645 Number attending no school . 107, 007 1 . 2,783 Pereentase of average attendance . 59 60 1 . 1 Percentage attending public schools .... 61 59 D . 2 Percentage attending private schools . 10 12 1 . 2 Average duration of schools, in months . 9.5 9.6 1 . 0. 1 DIGESTS OF STATE SCHOOL REPORTS. 1109 STATISTICAL SUMMARY— Continued. 1886-87. 1887-88. Increase or decrease. TEACHERS AND SALARIES. teaching . . . . 825 3,177 $64.07 $41.34 $1,456, 660 100,000 62,473 31, 868 423, 692 2,074, 692 571, 184 2,645,876 796 3,325 $67. 24 $42.35 $1, 870, 055 100, 000 48, 992 32, 084 474,293 2,525,425 590,016 3,115,441 D . 29 Women teaching . . . . . . . . . . . . 1 . 148 Avprafft snlarv of men per month . I . S3. 17 A vprao'fi salary of women per month . I . $1.01 EEVEXT7E. State school tax appropriated . . . . $413,395 Additional Stat>G appropriation , . Township school tar .... . D . 13, 481 Interest, of surplus revenue . . . 1 . 216 THstript. Anri oity tax ■Tot* tpa^tiprs’ salaries .T . ,t . . 1 . 50,601 Total amount for maintaining schools . . . . 1 . 450, 733 District and city tax for building and repairing school-houses . Total amount for school purposes . 1 . 18,832 1 . 469, 565 REVENUE. The recent act of the Legislature raising the amount of State school tax from four dollars to five dollars for each child between the ages of five and eighteen, together with the increase of 13,836 in school population, resulted in the receipt of a much larger school fund than heretofore and the payment of much better salaries to teachers. The school funds received from the State are sufficient to meet all current expenses of the schools in the rural districts, but in the cities and larger town3 it is found necessary to raise an additional amount. TEACHERS AND SALARIES. On account of the higher rate of State taxes for schools and also on account of the act passed in 1887 which provided for the re-apportionment of any balances of the State ap¬ propriation remaining in the hands of township collectors, the salaries of teachers have been higher than ever before.' The average annual salary of men in cities was $1,265.23 ; of women, $473.29. Twenty-seven per cent, of the teachers in the State have taught in the same school one year or less, thirty-eight per cent, between one and five years, seventeen per cent, be¬ tween five and ten years. The average for all the teachers was five years and five months, an increase of seven months. The average total experience of teachers in the State was eight years and three months. SCHOOL-HOUSES. The number of school-houses in the State is 1,615, but of this number 157 were rated by the county superintendents as poor or very poor. Thirty new buildings were erected during the year. The average value of the school-houses of the State is $5,005. The total value of school property in the State is $7,837,706. The necessity for greater school accommodations is again brought prominently for¬ ward by the State superintendent, who says that while the school population is in¬ creasing from year to year the number of school-houses remains about the same. The seating capacity of the school-houses was only sufficient for fifty-four per cent, of the school population, while there was an attendance of fifty-nine per cent., showing that there was an overcrowding of the school-rooms by four per cent, of the school population. In the cities, however, the overcrowding was still greater. In some of them it was found necessary to adopt half-day sessions for the primary grades. Sixty-three rooms were reported as having over eighty pupils and twenty-one rooms had over one hundred pupils. The superintendent heartily endorses the recommendation that plans and specifica¬ tions for school-houses be prepared and kept in the office of the State superintendent, where they may be examined and adopted by district officers when about to build school-houses. In regard to the furniture of the schools, a steady improvement has been noted; means have also been provided by which the schools, at a slight expense, can provide themselves with reference books and the ordinary library books. 1110 EDUCATION REPORT, 1887-88. OHIO. [From Report for 1887-88 of State Superintendent John Hancock.] STATISTICAL SUMMABY.a 1886-87. 1887-88. Increase oi Decrease. 567, 391 563,964 D. . 3, 427 535, 330 533, 278 D. .. ..2,052 . 1, 102, 721 1,097,242 D. 5 479 448, 191 418, 819 I... . 1.628 318, 839 32S, 397 I... . . 9,558 767, 030 777, 216 I... ...10,186 81.06 81.00 D.. . 06 57. 73 59.00 I... . 1. 27 62.38 63.50 I... . 1.12 75.12 74.50 D. . 62 10, 839 10, 933 I... . 94 13, 852 13, 925 I... 24, 691 24,858 I... 18, 603 18, 893 I... . . 290 $37. 00 $37.00 26.00 27.00 I . 1,00 61.00 64.00 I... . 3.00 44.00 48.00 I... . 4.00 58.00 64.00 I... . 6.00 41.00 43.00 T ... _ 2 DO 78.00 .78.00 61.00 64.00 I... . 3.00 330 339 I . 9 42 57 I... . 15 372 396 I... . 24 12, 589 12,715 $30,287,897 T... . 1°6 .529,287,749 I $1,000,148 56,252,518 $6,382,373 I. ..$129, 855 190, 450 186, 215 D.. .... 4,235 1, 033, 905 1.300.085 T... 266, 180 1, 876, 766 2.045.041 ! T ... 169, 175 . 9,353,639 9,914,614 | I... ..560, 975 POPULATION AND ATTENDANCE. Number of boys between 6 and 21 years of age . Number of girls between 6 and 21 years of age . Total number between 6 and 21 years of age . Number enrolled in township districts . Number enrolled in separate districts . Total enrolment . Per cent, of enrolment on enumeration, in townships . Per cent, of enrolment on enumeration, in separate districts. Per cent, of daily attendance on enrolment, in townships . Per cent, of daily at tendance on enrolment, in separate districts. TEACHERS AND SALARIES. Number of men . . . Number of women . Total number . Number necessary to supply the schools . Average monthly wages in township primary schools ; Men . . . . Women . . . In township high schools : Men . . Women . In separate district primary schools : Men . Women . . . . . In separate district high schools : Men . . . . Women . SCHOOL-HOUSES. Number erected in townships . . Number erected in separate districts. Whole number erected . Whole number in the State . EXPENDITURES. Paid teachers . Paid superintendents . Paid for sites and buildings . Fuel and other contingent expenses. Total expenditures . a Some of the statistics contained in this summary differ slightly from the returns made to the Bureau of Education. Commissioner Hancock pays a worthy tribute to the memory of his distinguished pred¬ ecessor in the office of State commissioner of common schools, Dr. Eli T. Tappan, who died October 23, 1888. Dr. Tappan began his work as an educator in the public schools of Steubenville in 1857, but he was soon elected professor of mathematics in the Ohio University at Athens, which position he held until 1868, with the exception of a few years spent as professor in the Mt. Auburn Young Ladies’ Institute. In 1869 he was elected president of Kenyon College, with which institution he was connected until he entered upon his duties as State commissioner of common schools. Although he was connected with institutions for higher education nearly all his life, yet he took an active interest in the work of the common schools and did much to im¬ prove them. Probably no man in the State was better acquainted with their condition and needs. In February, 1825, a general school law was passed; by it for the first time a general tax for school purposes was required to be levied. No provision was made for normal schools or for supervision, and neither of these provisions has yet been supplied. Out¬ side of the cities and larger towns there is practically no supervision. All but ten of the other States and all the Territories but three have county supervision. In 1847 a law was passed permitting county supervision whenever the county com¬ missioners should appropriate a sufficient sum to pay the salary of a superintendent. DIGESTS OF STATE SCHOOL REPORTS. 1111 Only three counties ever availed themselves of this privilege. What is needed is a gen¬ eral school law providing supervision for all the schools of the State. Many of the teachers employed in the public schools in rural districts have not had the necessary experience to become thorough teachers, and so long as the salaries of teachers remain as low as at present it cannot be expected to be otherwise. Superin¬ tendents are needed to improve the work of such teachers. VIRGINIA. [ From Report for 1SS7-SS of State Superintendent John L. Buchanan .] STATISTICAL SUMMARY. ATTENDANCE. Number of white pupils enrolled . : . Number of colored pupils enrolled . 1 Total number enrolled . Average daily attendance of white pupils . : Average daily attendance of colored pupils . . . Total number in average daily attendance . : TEACHERS AND SALARIES. Number of white teachers . Number of colored teachers . . . Total number of teachers . . . Average monthly salary of males . Average monthly salary of females . j MISCELLANEOUS. Number of pupils supplied with text-books . ' Average number of months taught . Average number of pupils enrolled, per school . Average number of pupils in daily attendance, per school . EXPENDITURES. Paid teachers . . . . . . . | Total current expenditures . '.. Cost of tuition per month, per pupil enrolled . Cost of tuition, per month, per pupil in average attendance . Whole cost of education per month, per pupil enrolled . Whole cost of education per month, per pupil in average at¬ tendance . . . * . ; 1SS6-87. I 1SS7-S8. Increase or i Decrease. 2(39,633 211,449 I... ... 1, Sll 115, 546 118,831 ! I... ...3,285 325,184 330,280 I... ....5,096 121, 571 124, 994 I... ...3,423 62.949 64,422 I... ...1,473 184,520 189, 416 I... ...4,896 5 305 : d, 373 I.... . 6S 1,856 1,909 j I..., 7,161 7.282 i j I... . 121 $31.20 $31.00 D.. ....$0.20 $26.62 $26.40 | D.. ....$0.22 9,788 1 ! 9,886 . 9S 6.01 5.95 D.. 45 45 25 26 I.... $1,181,907 SI, 186, 353 I.... ,..$4,445 1.381,690 1,389,242 ! I.... .. 7,552 .61 .60 1 D.. . 01 1.06 1.05 D... . 01 .71 .70 D.. . 01 1.24 1.22 j D. , GENERAL STATEMENTS. A review of the work done by the public schools for the last five years shows that the schools have been gradually but uniformly improving. But there still remains a very large proportion of the school population not attending school. The number of children five to twenty-one years df age was about six hundred thousand, but the school en¬ rolment was only a little over three hundred thousand, or 54 per cent., and the average daily attendance was less than two hundred thousand. Of these pupils, 9,886 were furnished with text-books by the State. There was an increase of one hundred and twenty-nine in the number of schools, but a slight decrease in the salaries of teachers and in the length of the school sessions. COMPULSOBY ATTENDANCE, The non-attendance and irregularity of attendance of the children of school age is re¬ garded as a very great evil, though not greater in Virginia than in some of the other States. ' It is an evil, too, which the State superintendent thinks it will be difficult to overcome. In twenty-four States and Territories laws for compulsory attendance have been enacted, but it is doubtful if such a law would prove effective in Virginia, where four-fifths of the population live in rural communities and in some places the popula¬ tion is quite sparse. 1112 EDUCATION REPORT, 1887-88. COUNTY SUPERINTENDENTS. According to the Constitution of the State, county superintendents are to be appointed by the board of education for a term of four years, and are subject to removal for cause. According to a recent decision of the court of appeals, the term of office of all the county and city superintendents will expire on the 30th of June, 1889. Hence new superin¬ tendents are to be appointed. “This office is of very great importance. It is well established by experience that no State school system can succeed without local supervision, and the more efficient this is, the greater the success of the system. Observation warrants the statement that in every county in this State where there is an intelligent, judicious, energetic, earnest superin¬ tendent the school work prospers, and where the superintendent lacks these qualifica¬ tions the school work will lack vitality. It could not well be otherwise, in view of the manifold and responsible duties of this officer.’ ’ COUNTRY SCHOOLS. Country schools labor under many serious disadvantages as compared with city schools. The income from local levies is much smaller, and consequently there are inferior build¬ ings, poor furniture, smaller teachers’ salaries, and shorter terms. They receive very little supervision from the county superintendents, and little or none from the local trustees. They are not usually so overcrowded as the city schools, however, and so each pupil can receive more of the teacher’s attention. GBADING OF SCHOOLS. A plan for the grading of country schools was prepared by one of the teachers in the State Female Normal School, and has been included in the report of the State superin¬ tendent. A great many persons who are interested in educational matters fail to get a correct idea of what a graded school is. In a graded school each subject to be taught is divided into parts, and these parts are arranged in the order of their difficulty and complexity. Groups are formed of the corresponding parts of each of the subjects, and are propor¬ tioned to the power and knowledge of the pupils for whom they are intended, and to the time in which they are to be taught. Pupils are required to take all the studies of the grade to which they belong, and these must be completed before any study in the next grade is begun. There are appointed times for general promotion, but a pupil may be promoted or de¬ moted at any time at which it seems advisable. The system has its disadvantages as well as its advantages; but, on the whole, it is preferable to other systems of classification. The number of rooms or of teachers does not determine whether a school is graded or not; a school having one teacher may be just as truly graded as one having twenty teachers. MANUAL AND INDUSTBIAL TEAINING. This is a subject which receives much attention from educators at the present time, and the public sentiment in its favor is increasing; but there are many still strongly op¬ posed to it. As its introduction into the public schools of Virginia would involve the expenditure of a large sum of money and necessitate the employment of teachers com¬ petent to give instruction in it, the State superintendent does not think it should be at¬ tempted at the present time. PUBLIC SCHOOL INSTBUCTION. Some of the criticisms made upon the instruction given in the public schools have been as follows: 1. They fail to teach morality or to cultivate the religious sentiment. 2. They fail to give an adequate mastery of the subjects of instruction. As to the first criticism, it is not thought that the public schools fail to teach moral¬ ity, and there is no reason why they should not teach it. “Is it leaning toward secta¬ rianism or trespassing on anybody’s liberty of conscience that the public schools should teach their pupils truthfulness, honesty, reverence, self-respect, self-control, regard for the rights and feelings of others, sobriety, decorum, and other kindred virtues ? Surely DIGESTS OF STATE SCHOOL REPORTS. 1113 not; for these things are approved by all right-thinking people; they constitute, as has been well said, the practical gide of religion; they are the essential elements of good character and good citizenship. ‘ * But the upright, conscientious, earnest teacher is the most impressive lesson to the pupil. His example, his character, his spirit, is a constant moral force acting on the pupil when out of school as well as when in school, and to say that there are not a large number of such teachers in the public schools would be untrue.” As to the second criticism, that the public schools fail to give a mastery of the subjects taught, it is true in regard to many of them. There are many things to account for this; short terms, irregular attendance, frequent changes of teachers, incompetent teachers, etc. Even if it be granted, however, that the second criticism is true, the work of the public schools may still be of great value. III.— RECORD OF WORK ACCOMPLISHED BY THE BUREAU FROM AUGUST 5, 1886, TO SEPTEMBER 3, 1889. The work accomplished by the Bureau of Education during the past three years has been very extensive, and the results obtained fully demonstrate the utility and value of the Office to the country at large as an educational agency of the General Government. The status of the Bureau has been maintained during this period, as the resolutions ap- . proving the work undertaken and successfully completed passed at the meetings of the . National Educational Association in 1887 and 1888 amply testify. The practical value of the Bureau of Education to the vast army of American educa- 4 > tionists is well exhibited in the following resume of the correspondence and documentary record of the Office for the past three years. During the year 1887 the Bureau received: written letters, 11,006; acknowledgments, 43,990; documents, 4,825; and 20,000 replies to statistical forms of inquiry: and sent out 19,354 written letters and distributed 218,526 copies of documents. In 1888, 15,197 4 written letters and 240,000 copies of documents were sent out, besides more than 14,000 statistical forms of inquiry; while 11,098 written letters, 12,000 statistical returns, 44,000 acknowledgments, and 6,913 documents were received. One of the most important improvements in the internal organization of the Office has been the reduction of the number of the divisions into which it had formerly been di¬ vided, viz, from seven to three, called, respectively, the Division of Records, the Divis¬ ion of the Library and Museum, and the Division of Statistics. By this reduction the business of the Office has been greatly augmented, and promptness, despatch, and accur¬ acy attained. The publications of the Bureau have attracted great attention, not only from the lead¬ ing educators of this country, but from those of foreign nations. The press, too, has favorably criticised the interesting series of circulars of information issued by the Office, and has quoted largely from them, which is a gratifying evidence of the tide of popular opinion regarding the status and educational worth of such a branch of the General Government as a National Bureau of Education. PUBLICATIONS. The publications are divided into three divisions: Annual reports, special reports, and circulars of information. During the period under review the scope of the annual reports has been broadened, and the promptness of publication, a desideratum of vital interest to educationists, has been advanced. The following is a complete enumeration of the documents issued by the Bureau, with a list of those in press and in course of preparation from August 5, 1886, to September 3, 1889: A. — Documents begun during the term of office of Commissioner John Eaton, but not finally completed, the work being finished, published, and distributed by his successor: (a) Annual Report for 1884-85. (5) Circular of Information No. 1, 1886: Study of Music in Public Schools. (c) List of Libraries in the United States. (d) The Special Report on Educational Exhibits and Conventions at the New Orleans Exposition of 1884-85. (e) The Special Report on Indian Education and Civilization. B. — Documents projected and completed entirely during Commissioner Dawson’s admin¬ istration: (a) Annual Report for 1885-86. (b) Annual Report for 1886-87. (c) Circular of Information No. 2, 1886: Proceedings of the Department of Superintendence of the National Educational Association for 1886. ( d ) Circular of Information No. 1, 1887: The College of William and Mary. (e) Circular of Information No. 2, 1887: The Study of History in American Colleges and Universities. 1114 1115 RECORD OF THE BUREAU’S WORK. B. — Documents projected and completed entirely during Commissioner Dawson’s admin¬ istration — Continued. if) Circular of Information No. 3, 1887: Proceedings of the Department of Superintendence of the National Educational Association for 1887. (<7) Circular of Information No. 1, 1888: Thomas Jelferson and the University of Virginia. (h) Circular of Information No. 2, 1888: History of Education in North Carolina. (i) Circular of Information No. 5, 1888: Industrial Education in the South. (j) Circular of Information No. 6, 1888: Proceedings of the Department of Superintendence of the National Educational Association for 1888. (fc) Circular of Information No. 3, 1888: History of Higher Education in South Carolina. (?) Circular of Information No. 4. 1888: Education in Georgia. (m) Circular of Information No. 7, 1888: History of Education in Florida. in) Circular of Information No. 1, 1889: Higher Education in Wisconsin. (0) Report of the Visit to Alaska of the Hon. N. H. R. Dawson, Commissioner of Education, 1887. (р) Alaska: An Address by the Commissioner of Education before the Depart¬ ment of Superintendence, February 16, 1888. C. — Documents In press Sept. 3, 1889: (a) Annual Report for 1887-88. (5) Special Report upon American Education in Fine and Industrial Art, Part II. (с) Special Report on Public Libraries, Part II: Rules for a Dictionary Catalogue. ( d ) History of Education in Alabama. (e) Higher Education in Indiana. (f) History of Federal and State Aid to Higher Education. (g) Proceedings of the Department of Superintendence of the National Educa- ■f tional Association for 1889. (h) The Teaching and History of Mathematics in the United States. D. — Documents in course of preparation: (a) Annual Report for 1888-89. (5) Monograph on School Architecture and Hygiene, by Dr. A. P. Marble, su¬ perintendent of public schools, Worcester, Mass. (c) Monograph on Examinations and Promotions, by Dr. E. E. White, super¬ intendent of public schools, Cincinnati, Ohio. (d) Monograph on the Training of Teachers in the United States, by Prof. J. P. Gordy, of the Ohio University, Athens, Ohio. (e) Report on the Educational Congresses and Exhibits at the Paris Exposi¬ tion, 1S89, by Dr. W. T. Harris. (f) History of Normal Schools, by Hon. M. A. Newell, State Superintendent of Public Instruction, Baltimore, Md. ( g ) Monographs on the educational history of Maine, Massachusetts, New Hamp¬ shire, Vermont, Connecticut, Rhode Island, New York, New Jersey, Pennsylvania, Delaware, Maryland, District of Columbia, Ohio, Ken¬ tucky, Tennessee, Mississippi, Louisiana, Texas, Arkansas, Kansas, Mis¬ souri, Iowa, Minnesota, Nebraska, Nevada, California, and Oregon. Work upon the Annual Report of the Office for 1888-89 was taken up in the spring of 1889, as soon as the compilation of the Report of the preceding year had been fin¬ ished, and by the close of August had made considerable progress toward completion. It is hoped that it may be completed and ready for printing by the end of December. One of the most interesting and valuable inquiries ever projected by the Bureau of j Education in behalf of the educational interests of the country has been the exhaustive I investigation set on foot into the history of education in the various States of the Union. The conception was an original one, and the results of the researches have thus far been j eminently satisfactory. The inquiries have done much to stimulate and promote edu- | cation in the States, and have attracted great attention from leading scholars and edu- I cators of the United States. The work has been done under the editorial supervision of Dr. Herbert B. Adams, of the Johns Hopkins University, whose particular abilities as an original historical investigator are well known and appreciated. These publications, though embraced in the generic term Circulars of Information, nevertheless are distinct, occupying a field peculiarly their own, and are called Contri¬ butions to American Educational History. Seven have been published and widely dis¬ tributed throughout 'the country up to September 3, 1889. The first of the series, a monograph upon William and- Mary College, by the editor, Dr. Adams, proved to be a powerful agent in reviving the ancient historical institution of Virginia, as was freely acknowledged by General William B. Talliaferro, president of the board of governors. 1116 EDUCATION REPORT, 1887-88. The second, also written in the main by Dr. Adams, upon Thomas Jefferson and the University of Virginia, was an exhaustive and elaborate exposition of the undercurrent of ideas that led to the founding of the leading university of the South and the influ¬ ence exerted by it upon Southern thought and educational progress. In addition to the editor’s philosophical paper were authorized sketches of Hampden-Sidney, Ran- dolph-Macon, Emory and Henry, Roanoke, and Richmond Colleges, and of Washington and Lee University, by the leading representatives of those institutions. The value of this monograph was enhanced by many fine illustrations, among which were fac simile copies of Jefferson’s original drawings for the construction of the university buildings. The third of the series was the “ History of Education in North Carolina.” by Dr. Charles Lee Smith, a native of that State and sometime Fellow in History at the John3 Hopkins University. The origin of the common school system of North Carolina was ably treated by the author in this monograph, and his information concerning the higher institutions of the State was mostly obtained from personal examination of college ar¬ chives and inquiries minutely pursued in all quarters among the representatives of the institutions of both races. The fourth monograph was on “The History of Higher Education in South Carolina,” by C. Meriwether, of that State, a gentleman well trained at the Johns Hopkins Uni¬ versity in historical research. This pamphlet has been admirably received, and con¬ tains several original historical documents unattainable elsewhere, the most interesting among them being the record of the early educational efforts made in South Carolina, when yet a colony, to advance the educational progress of her sons. In addition to tracing the development of higher education the author made interesting investigations into the evolution of the public school system of the State. The fifth in the series relates to the “History of Education in Georgia,” and is the work of Charles Edgeworth Jones, son of Col. C. C. Jones, of Augusta, the historian of the State. It is an able treatise on the institutions for both races in Georgia, and ex¬ hibits much interesting data concerning the inception and growth of the free-school system. Prof. George Gary Bush, Ph. D., a graduate of Heidelberg University, prepared the sixth contribution to American educational history, and he was peculiarly fitted for the task owing to his winter residence in Florida for the past ten years. Although the ma¬ terials were exceedingly scant for an elaborate treatise on the rise and progress of educa¬ tion in that State, yet Professor Bush produced a most creditable work and one of the most interesting in the series. The seventh monograph treats of “ Higher Education in Wisconsin, ” and was executed by Prof. William F. Allen, of the University of Wisconsin, and Mr. David Spencer, one of the advanced graduate students of that institution. The interest is maintained through¬ out, and the work exhibits careful investigation and analysis. THE LIBEAEY. One of the most interesting features of the Bureau of Education is the library, which has been advanced, as far as means would allow, to a high state of excellence. The value of the pedagogical collection of the library, to which numerous accessions have been made within the past three years, cannot be too highly estimated when judged from the stand-point of the educator. Leading educators and writers of the country have fully appreciated its value in the past, and have on numerous occasions consulted its rich storehouse of pedagogical lore, notable among the recent investigators being Dr. Herbert B. Adams and the other contributors to the monographs on American educa¬ tional history, Prof. Lucian Cajori, Prof. R. G. Boone, author of the interesting work recently published, “Education in the United States,” and others. Not only have inquiries been made by educators in this country, but correspondents from abroad have had recourse to the Bureau’s library for information. The library force of the Office in response to these solicitations for information have prepared over five hundred cards the past year, containing references for investigators of various sub¬ jects. On June 16, 1888, was commenced the preparation of a finding list of the library, which necessitated the copying of fifteen hundred pages of manuscript and the inscrib¬ ing of some twenty thousand cards, the books in the meanwhile having been classified and re-arranged on the shelves according to subjects. The fine collection of pedagogical and statistical works in the foreign section of the library was catalogued and arranged in a similar manner, which required a consider¬ able amount of technical labor. An important phase of the work in the pamphlet section was the chronological ar¬ rangement by decades or half decades, and the preparation for the bindery of the collec¬ tion of college catalogues of the Bureau. Of these there have been bound over four hundred volumes. PERSONNEL OF THE OFFICE. 1117 The number of volumes and pamphlets in the library has been greatly increased. At the end of July, 1886, there were on the shelves of the library 18,500 volumes and 50, 000 pamphlets ; at the present writing there are 23, 500 volumes'ancl 90, 000 pamphlets. THE PERSONNEL OF THE OFFICE. The two lists following give the names of the employes of the Office at the dates named, together with certain particulars regarding their terms of service, etc. : I. — List of Employes August 6, 1886. *6 o Legal Residence. Name. c o © © a o & Date of Original Ap¬ pointment. Date of Ap- pointme n t in Force. Stato. k X u £ * 23 o o j Compensation. Chief Clerk. " William H. Gardiner1 . hi . . Feb. 14, 1882 Sept. 5, 1884 Feb. 21, 1882 Sept. 5, 1884 ] N.H . i 1 1st $1,800 1,200 Clerk. Isaac N. Wyckoff . N.Y . N. Y . ! j 19th.... j DIVISION OF STATISTICS. Collector and Compiler of Statistics. 1 Isaac Edwards Clarke . . . N.Y . ! June 24, 1880 : Aug. 17, 1882 N.Y . 10th.... 2,400 • Statistician. Charles Warren . Ill . ! Oct. 13, 1870 j Aug. 17, 1882 HI . 1st . ! 1,800 FOREIGN STATISTICS. Clerk. June 2, 1879 ! Miss Frances G. French . Me . | Aug. 17, 1882 Me . 4th . 1,200 Translator. Miss Annie To! man Smith . ! H c 1 Jan. 27, 1879 j July 6, 18S5 D. C . 1,600 STATISTICS IN GENERAL. Clerks. 1 Miss Marv S. Williams2 . Conn . Apr. 18, 1878 Aug. 17, 1882 Nov. 24, 1885 | Nbv. 24. 1S85 Dec. 17, 1885 Dec. 17, 1885 ! Aug. 17, 1882 : July 30,1885 Jan. 6, 1876 Aug. 17, 1882 Conn . 3rd . £». |JX 888 Daniel Rhodes3 . Colo . j D.C . 1 Frederick F. TTpton . N. J . | N.J . 3rd Wellford Addis . D.C . D.C . 1,200 1,000 Mrs. Rebecca L. Foot . . . S. C . N. Y . 14th.... Copyists. Miss Margarette Ringlev . Va . Jan. 3, 1879 • July 1, 1880 Oct, 20, 1880 j Aug. 17, 1882 Va . 2nd 900 Miss Fannv S. Crosbv 4 . Ill . HI . 6th _ 1 900 9 Collectors of Statistics. Mrs. SaTah "R. Cooper 5 . . . Cal . Aug. 13, 1879 ! Aug. 1, 1885 Aug. 13, 1879 j Aug. 1, 1885 Cal . 4th . *50 Calvin M. Parks s . . . Utah . Utah . ! *50 *Per quarter. transferred to General Land Office, July 1, 1887. 1 Resigned May 31, 1887. 4 Resigned May 31, 1883. 2 Resigned December 31, 1886. 5 Removed August 7, 1886. 1118 EDUCATION REPORT, 1887-88. I. — List of Employes , August 6, 1886 — Continued. DIVISION OF ABSTRACTS. Name. Whence Appointed. Date of Original Ap¬ pointment. Date of Ap¬ pointment in Force. Legal Residence. ^ Compensation. 1 State. '3 si 03 £ s« o o Chief. Pa . Nov. 26, 1873 July 1,1870 Oct. 26,1881 Mar. 1,1877 July 3, 1874 Sept. 4,1884 Aug. 17, 1882 July 11,1883 Pa . 2d . §1, 600 1,400 1,200 900 ' Clerks . Kans 2d Ind . Ind . 7th . Copyists. Me . Me . 3d . LIBRARY. Clerks. TTpndfirsnn Presnell . Tenn . June 1, 1881 Apr. 1,1874 July 15, 1879 Oct. 15,1880 Sept. 30, 18S5 Aug. 17, 1882 Aug. 17, 1882 Nov. 10, 1885 Tenn 1st . 1,800 1,000 900 800 Mrs, T.iirift .T. K. Clark . Minn . Minn . 1st . Copyists. Mrs Mollie J * . f . Ill . Ill . 19th ... 3d, . Miss Frances C. Darrall 4 . La . La . DIVISION OF CORRESPONDENCE AND FILES. Clerks. Mrs TTarri p.t.t.e F_ TTovey . D.C . Sept. 24, 1878 June l4, 1872 Sept. 15, 1879 Feb. 6,1882 Sept. 17,1879 July 1,1879 July 28,1885 Aug. 17, 1882 Aug. 17, 1882 July 1,1881 Aug. 17,1882 Nov. 10, 1S85 July 6, 1SS5 July 28, 1885 Ill . 14th ... 3d . 1,600 1,200 900 900 900 SOO 720 Miss Eleanor T. Chester . Ill . Ill . Copyists. "Mrs. Adnella P. Bryant . Tenn' . Tenn . 6th . Mrs. N. U. McRoberts . . . D.C ...... D.C . Miss Caroline fr. "Forbes . Va . Va . 1st Mrs "Margaret E. Ilrmv5 . Del . Del . Assistant Messenger. Mrs Frances A.Reigart . Colo Colo. . 1 DIVISION OF DOCUMENTS, AND MUSEUM. Clerk. Almos P. Rogue . Mich . July 1, 1S72 Aug. 17, 1882 Mich „... 5th Skilled Laborer. William H. Moffat 6 . D.C . Sept. 22, 1879 July 6,1885 D.O . . 5 Died January 20, 1887. 2 Resigned November 30, 1886. 8 Resigned January 15, 1887. * Transferred to Pension Office March 16, 1889. 6 Resigned March 15, 1887. 6 Removed June 4, 1887. PERSONNEL OF THE OFFICE. 1119 I. — List of employes, August 6, 1886 — Continued. LABORERS. Name. Whence Appointed. Date of Original Ap- j pointment. Date of Ap¬ pointment in Force. Legal Residence. Compensation. 6 1 m Congressional District. (Tharlp® Vrynr 1 - - D. C . July 1,1880 Jan. 18,1881 Feb. 18,1881 I Aug. 9. 1883 Sept. 23; 1884 Dec. 26, 18S4 July 1,1880! Dec. 26, 1884 | Sent. 3,1884! Dec. 26, 1884 Dec. 26,1884 Dec. 26, 1884 D.C . 8660 660 480 480 400 360 W n sh i n gt.nn .Tones2 . . . D. C . D.C . T)avid M 'Turner8 . Ga . Ga . '5th . Wal ter T. Byron . D.C . | yx p James R. Durham . W. Va ... D.C . W. Va ... ! D.C . 1st . Miss Myra H, Onrand 4 . . EDUCATION IN ALASKA. General Agent of Education in Alaska. Sheldon Jackson . Alaska .. Apr. 11,1885 1,200 Apr. 11,1885 j Alaska J . . II. — List of Employes, September 1, 1889. Chief Clerk. | John W. Holcombe . . Ind . May 13,1887 May 13,1887 Ind . 7th . Confidential Clerk to the Commissioner. Lawrence Percy Dawson . Ala . Nov. 8,1886 1 Nov. 8,1886 Ala . 4th . DIVISION OF RECORDS. Chief Clerk in charge. Clerks. Mrs. Harriette F. Hovey . . . D.C . Sept. 24, 1878 1 Sept. 5,1884 ! June 14, 1872 ! July 1,1872 Aug. 17,1882 Jan. 20,1887 Aug. 17,1882 Aug= 17,1882 Ill . 14th.... 1,600 1,400 Isaac N. Wyckoff. . N. Y . N. Y . 19th.... Miss Eleanor T. Chester . Ill . HI . 3d . 1,200 1,200 Almos P. Bogue . Mich . Mich . 5th . Copyist. Miss Caroline G. Forbes . Va . Sept. 17, 1879 Nov. 10, 1885 Va . 1st . 900 1 Clerk in charge. Henderson Presnell . Clerks. Miss Frances G. French..., Mrs. Lucia J. K. Clark.... Copyists. Mrs. A. P. Bryant.. . Mrs. Helen E. Shepherd. Mrs. Virginia L. Moore ... William A. Jackson . . LIBRARY AND MUSEUM. ! Tenn„...: June 1,18S1 Sept. 30, 1885 Tenn . 1st 1,800 Me . i .Tune 2,1879 Aug. 17, 1882 Me . 4th . 1,200 Minn.... April 1,1874 Jan. 20, 1887 Minn .... 1st . 1,200 Tenn Sept. 15, 1879 July 1,1881 j Tenn . 6th . 900 1 Me . j Mar. 1,1877 1 July 11,1883 Me......... 3d . 900 Tex . ! Sept. 28, 1885 Apr. 1,1889 Tex . 11th.... 800 Ala . i July 12,1889 j July 15, 1889 : Ala . 1 6th . 1 720 1 Removed September 30, 1886, 2 Removed July 1, 1888. 8 Removed October 5, 1836. 4 Resigned September 30, 1887. 1120 EDUCATION REPORT, 1887-88. II. — List of Employes September l, 1889 —Continued. DIVISION OF STATISTICS. H3 V Legal Residence. Name. Whence appoint Date of Original Ap¬ pointment. Date of Ap¬ pointment in Force. State. 1 'a e o ^ "Si 0 u> c £ &•£ o1""1 O Statistician. Ill . Oct. 13,1870 Aug. 17, 1882 Ill . 1st . Translator. D. C . Jan. 27,1879 July 6,1885 D.C . Clerks. N. J . Dec. 17,1885 Apr. 23, 1887 Aug. 17, 1882 Apr. 22,1887 July 13,1887 Sept. 3,1888 Nov. 4,1887 Sept. 3,1888 July 16, 1888 N. J . Sd . Ga . Ga . 5th . D. C . D.C . ^Md . Apr. 22, 1887 Nov. 26, 1873 Apr. 22, 1887 Md . 3d . Pa . Pa . 2d . Lewis A. Kalbach . . . Pa . Pa . 8th . Copyists. Miss Margarette Binglev . Va . Jan. 3,1879 Feb. 6, 1862 July 1,1880 Aug. 17, 1882 Nov. 4,1887 Aug. 8.1S88 July 1,1889 Va . 2d . Mrs H Mo.Roherts . . D. C . D.C . Allen E Miller . S. C . Apr. 22, 1887 July 28, 1885 June 27, 1889 S. C . 3d . Mrs Frances A. Reigart . Colo . Colo . TTlyssps S Catlett. . Tenn .... Tenn .... 2d . Collector and Compiler of Statistics. Tsnno Edwards Clarke . N. Y . June 24, 1880 Aug. 17,1882 N. Y . 10th ... Clerk. Mrs Reheren T, Font . S.C . . Jan. 6,1876 Aug. 17,1882 N. Y . 14th ... } LABORERS, ETC. Skilled Laborer. Thomas Casey . Ala . May 27,1887 May 27,1887 Ala . 6th Assistant Messenger. George Knowles . D.C . July 1,1889 July 1,1889 D.C . Laborers. Frank Morrison . Ala . Sept. 28, 1886 Aug. 21, 1888 Aug. 9,1883 Sept. 28, 1886 Aug. 21,1888 Dec. 26, 18S4 Oct. 2, 1886 June 7,1887 Nov. 12, 1888 Ala . 4th . John D. Marshall . Del . Del . Walter T. Bvron . D.C . D.C . James R. Durham . W. Va ... Sept. 23,1884 Oct. 2, 1886 Nov. 12, 1883 1 W. Va ... 1st.. . John H. Chun . Md . Md . 5th . Stafford Payne . D. C . D.C ... . SI, 300 1,600 1,600 1.400 1.400 1,200 1,200 1,000 900 900 900 900 800 2,400 1,000 840 660 480 400 360 EDUCATION IN ALASKA. General Agent of Education in Alaska. Sheldon Jackson . Alaska .. Apr. 11,1885 Apr. 11,1885 Alaska 1,200 Members of Territorial Board of Ed¬ ucation in Alaska. Judge of District Court, chairman ... 200 Governor of the District . 200 James Sheaklev . Pa . June 23, 1887 Aug. 15, 188S Aug. 15, 1888 Aug. 15, 1888 Pa . 26th ... 200 William Duncan . . . Alaska .. Alaska .. 200 The General Agent, secretary . 200 . 1 . INDEX A. Abbot Female Academy, Andover, Mass., infor- j mation relating to, 597. statistics of, 606, 616. I Academic departments, objectionable in normal schools, 437. Academical studies, instruction in, in schools for the blind, 96S. in schools for the deaf, 955-957. Academies, provision for training teachers in, in New York, 131. proportion of teachers educated in, 401. claim to distinction of, 481. statistics of, 483, 484, 485, 494-501, 507-582. functions of, in France, 1019. legal provision for, in Maryland, 1105. See also High schools and Secondary schools. Academy of Mount St. Vince nt-on-the-Hudson, | statistics of, 600, 618. Academy of the Sacred Heart, Albany (Hen- wood), N. Y., statistics of, 610, 618. Academy of the Sacred Heart, New York (Man- j hattanville), N. Y., statistics of, 610, 618. j Academy of the Sacred Heart, New York (49 W. j 17th street), N. Y., statistics of, 610, 618. j Accommodations, for the Bureau of Education, i 13-16. excellence of, in Dakota, 97. need of increase in, in District of Columbia, ' 102. inadequacy of, In Idaho, 108. overcrowded condition of, in New Jersey, ! 128. inadequacy of, in Utah, 148. lack of, in Utah, 150. statistics of, in cities, 25S-270. remarks relating to comparative statistics of, 338. comparative statistics of, in cities. 339-361. See also Buildings and School buildings and Sittings. Accounts, science of. See Business instruction. Accuracv of attainment, discussion relating to, 197-199. Adams, Dr. Charles Kendall, president of Cornell University, quoted, 51, 663. mentioned, 740. Adams, Dr. Herbert B., mentioned, 35, 36, 39,40, 45, 47, 59, 1039, 1045, 1115. Adams, Mass., common school statistics of, 244, 262, 278, 299, 320. comparative statistics of common schools of, 346, 367. Adelbert College of Western Reserve Univer¬ sity, statistics of, 610, 707. information relating to, 669. Adger College, statistics of, 692, 709. Adler, Dr. Felix, mentioned, 827. Administration, of schools, discussion of ques¬ tions relating to, 157-159. methods of, in Massachusetts Institute of Technology, 741. of manual training schools, 896, 897, 899. of California reading circle. 1C51. of Illinois reading circle, 1054. of Indiana reading circle, 1059. of Iowa reading circle, 1064. of Kansas reading circle, 1065. of Mississippi reading circle, 1068. of Ohio reading circle, 1070. See also Organization. 71 ED Admission, toprimarv schools, age for, 210. to normal schools, objectionable require¬ ments for, in New Jersey, 437. to Wisconsin normal schools, scheme of ex¬ amination for, 456. to schools of theology, examinations for, 761-769. to schools of law, examinations for, 778-780. to schools of medicine, etc., examinations for, 788-799. Admission requirements, of William Penn Char¬ ter School, 505. of colleges, relation of New York regents’ examinations to, 506. of Harvard Annex, 587. of schools of art of Smith College, 591. of schools of art of Wellesley College, 592. of schools of art of Vassar College, 593. of Mt. Holyoke Seminary, 599. of Lake Erie Female Seminary, 602. of Nashville (Tenn.) College for Young La¬ dies, 602. of Yale University, changes in, 639. of W esleyan University, 640. uniformity of, in Iowa, 648. of University of Kansas, 649. new scheme of, in Harvard University, 654. high standard of, in American colleges, 662. uniformity of, in New York, 663. of Cornell University, 663, 664. of manual training schools, 893, 899. Adrian, Mich., common school statistics of, 246, 263, 2S0, 301, 322. comparative statistics of common schools of, 318, 369. Adrian (Mich.) College, statistics of, 684, 703. Adult population, in the North and in the South, statistics of. 23, 24. Sec also Population. Afognak, Alaska, statistics of schools of, 181, 189, 190. school-house in, 182. public school in, 183. new school-house needed for, 193. Age, for admission to primary schools, discus¬ sion relating to, 210. of teachers, need of law limiting. 175. of pupils receiving Slojd instruction, 849. for admission to manual training schools, 898, 899. for admission to industrial schools, 922. for admission to Swiss secondary schools, 1027. Ages, average of, of pupils of Minnesota normal schools, 431. average of, of pupils of Philadelphia (Pa.) Normal School, 446. of college students, 741. of deceased educators, 1075. Aggregate attendance. See Total attendance. Agricultural and Mechanical College of Ken¬ tucky. statistics of, 724, 726, 727, 732, 734. effect of Hatch bill upon, 728. classical course in, 737. Agricultural and Mechanical College of Missis¬ sippi, statistics of, 724, 726, 727, 732, 734. effect of Hatch bill upon, 728. information relating to, 739, Agricultural and Mechanical College of the University of North Carolina, effect of Hatch bill upon, 728. statement relating to, 736. 1121 1122 INDEX. Agricultural and mechanical colleges. See Land-grant colleges. Agricultural and Scientific Department of Brown University, statement relating to, 736. Agricultural Department of "West Virginia Uni¬ versity. statement relating to, 736. Agricultural experiment stations, in land-grant colleges, 728. act relating to, 729. Agricultural schools, establishment of, desired in Alaska, 193. See also Land-grant colleges. Agriculture, should be taught in rural districts, in North Carolina, 136. should be taught in Pennsylvania, 140. study of, in Cornell University, 664. indifference to study of, in Connecticut, 73 8. study of, in Mississippi Agricultural and Mechanical College, 739. department of, in Purdue University, 740. instruction in, in Michigan Agricultural Col¬ lege, 740. study of, in Pennsylvania State College, 740. department of, in University of "Wisconsin, 743. pupils engaged in, in reform schools, 920. schools of, in France, 1020. possibility of, in Alaska, 1089. may be taught in Maryland State Normal School, 1105. Aid to students in colored schools, remarks re¬ lating to, 995. Akers, J. "W., State superintendent of public in¬ struction of Iowa, 115. Akron, Ohio, common school statistics of, 251, 266, 285, 307, 328. comparative statistics of common schools of, 353, 372. Alabama, common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. digest of school report of, 89-92. township system satisfactory in, 158. national aid needed for, 167. names of city superintendents in, 231. common school statistics of cities of, 237, 258, 271, 292, 314. comparative statistics of oity common schools in, 339, 360, 363, 377. receipts of, from Peabody Fund, 397, 398. statistics of normal schools in, 403, 405, 406, 459, 464, 472, 476. training of teachers in, 408. statistics of secondary instruction in, 484, 485, 4S6, 490, 495, 497, 499, 501, 507, 518, 525, 536, 543, 568. statistics of colleges for women in, 585, 604, 614. statistics of colleges of liberal arts in, 628, 630, 634, 678, 696. colleges of liberal arts in, 636. distribution of college students of, 714, 718. residence of students in colleges of, 716-720. statistics of land-grant colleges in, 722, 724, 726,727,731,734. comparative statistics of college attendance in, 751, 754,755. previous training of professional students in, 756. statistics of schools of theology in, 759, 760, 761, 770. statistics of law schools in, 777, 778, 781. statistics of schools of medicine, of dentistry, and of pharmacy in, 784, 788, 800. statistics of degrees conferred in, 808. statistics of kindergartens in, 818, 819. statistics of schools for the deaf in, 915, 947, 950, 955, 958, 960. statistics of schools for the blind in, 917,964, 966, 968,970, 971. statistics of business colleges in, 928. education of colored people in, 988, 989, 991, 992, 993, 997, 998. educational periodicals in, 1006. reading circles in, 1050. Alabama Conference Female College, Tuskegee, Ala., statistics of, 604, 614. Alabama Normal College for Givis, remarks re¬ lating to, 409. statistics of, 459, 464. Alabama Teachers’ Home, report of committee on, 409. Alameda, Cal., statement relating to statistics of, 335. Alarid, Trinidad, ex-officio superintendent of re¬ ports of New Mexico, 88. Alaska, education in, 8-11. estimate for education in, 13. common school statistics of, 62, 64. 66, 68,69, 71, 73, 74, 76, 77, 79, 80, 81, 83, 84. 85. 87. reports of school officers of, 181-194. educational periodicals in, 1006. social relations of natives of, 1047. Alaska Commercial Company, schools con¬ ducted by, 183, 187. Albany, N. Y., common school statistics of, 249, 265, 283, 305, 326. comparative statistics of common schools of, 351,371. kindergarten work in, 822. manual training in, SOS, 883. statistics of manual training in, 875,877-879. Albany, Oregon, statement relating to statistics of, 336. Albany (N. Y.) College of Pharmacy (Union Uni¬ versity), statistics of, 798, 804. Albany (N.Y.) Law School (Union University), statistics of, 779, 782. Albany (N.Y.) Medical College (Union Univer¬ sity), statistics of, 790, 801. Albany (N.Y.) Teachers’ Training Class, statis¬ tics of. 461, 467. Albemarle Female Institute, statistics of, 612, 620. Albert Lea (Minn.) College, statistics of, 606, 617. Albertson, L. C., city superintendent, Atlantic City, N. J., 234. Albion, N. Y., common school statistics of, 249, 265, 2S3, 305, 326. comparative statistics of common schools of, 351, 371. Albion (Mich.) College, endowment of, 659. statistics of, 684, 703. Alcorn Agricultural and Mechanical College, statistics of, 724, 726, 727, 732, 734. Aldrich, George I., town superintendent, Qui ncy, Mass., mentioned, 428. Alexandria, Va., common school statistics of, 256, 269, 290, 312, 333. comparative statistics of common schools of, 358, 376. Alfred University, Alfred Centre, N. Y., state¬ ment relating to, 713. Algebra, defects in instruction in, 458. Algeria, statistics of elementary education in, 1014, 1016, 1018. Allegheny, Pa., methods of promotion in, 205. statistics of evening schools in, 226. common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Allegheny College, Meadville, Pa., statistics of, 692, 709. Allen, Charles E., principal, Medina, N.Y., 235. Allen, Jerome, quoted, 1069. Allen, William F., editor- of historical mono¬ graph, 53. mentioned, 1116. Allen University, statistics of, 692, 709. Allentown. Pa., common school statistics of, 253, 257, 287, 309, 329. comparative statistics of common schools of, 355, 373. Allentown (Pa.) Female College, statistics of, 610, 619.. Alliance, Ohio, common school statistics of, 251, 266, 285, 307, 32S. comparative statistics of common schools of, 353, 372. Allison, J. J., city superintendent, Gallipolis, Ohio, 235. Allison, Hon. William B., United States Senator, letter to, 14, Almira College, Greenville, Ill., statistics of, 604, 615. Alton, Ill,, statement relating to statistics of, 335. Altoona, Pa., common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. INDEX. 1123 American Asylum for the Education of the Deaf and Dumb, notes relating to, 945. American College of Dental Surgery, Chicago, Ill., statistics of, 794, 804. American Eclectic Medical College, Cincinnati, Ohio, statistics of, 792, 802. American education, history of, 35. American educators, obituary list of, 1075. American Institute of Instruction, resolutions passed by, 152. American manual training schools, character¬ istics of, 892. See also Manual training schools. American Medical College, St. Louis, Mo., sta¬ tistics of, 792, 802. American Veterinary College, New York, N. Y., statistics of, 798, 806. Americus, Ga., rule concerning absence in, 218. common school statistics of, 239, 259, 273, 295, 316. comparative statistics of common schools of, 341, 364. teachers’ meetings in, 418. Ames. A., acting school visitor, Killingly, Conn., 231. Amesbury, Mass., common school statistics of, 244, 262, 278, 299, 320. comparative statistics of common schools of, 346, 367. Amherst, Mass., common school statistics of, 244, 262, 278, 299, 320. comparative statistics of common schools of, 346, 367. Amherst College, information relating to, 656. statistics of, 6S4, 703. Amity college, statistics of, 6S0, 699. Amsterdam, N. Y., statement relating to statis¬ tics of, 335. Anatomical drawing, provision for, in schools of medicine, etc., 7S8-799. Anderson, Edward H., county superintendent, Ogden, Utah, 236. Anderson, J. W., city superintendent, San Fran¬ cisco, Cal., 231. Anderson, W. E., city superintendent, Milwau¬ kee, Wis., quoted, 195, mentioned, 236. Anderson . AY. H. , city superintendent, Wheeling, W.Va., 236. Anderson, Ind., common school statistics of, 241, 260, 275, 296, 317. comparative statistics of common schools of, 343, 365. Andover, Mass., statement relating to statistics of, 335. Andover (Mass.) Theological Seminary, statis¬ tics of, 764, 772. Andrew Female College, statistics of, 604, 614. Andrews, Prof. E. Benjamin, mentioned, 664. Andrews, L. C., city superintendent, Seneca FaUs, N. Y., 235. Ann Arbor, Mich., common school statistics of, 246, 263, 2S0, 301, 322. comparative statistics of common schools of, 348, 369. kindergarten methods in, 822. AnnaDolis, Md., statement relating to statistics of, 335. Anniston, Ala,, statement relating to statistics of, 335. Annual Reports of Bureau of Education, delay in publication of, 13 (foot note). Anoka, Minn., common school statistics of, 247, 263, 281, 302, 323. comparative statistics of common schools of, 349, 369. Ansonia, Conn., statement relating to statistics of, 335. Antioch College, statistics of, 690, 707. Anvik, Alaska, school in, 182. mode of life in , 187. Apgar, E. A., State superintendent of public in¬ struction of New Jersey, quoted, 176. Apparatus, important use of. in District of Co¬ lumbia, 104. provision of, in Nevada, 124. provision of, should be required in Nevada, 125. purchase of, recommended in Oregon, 139. lack of, in country schools in Vermont, 151. Apparatus — Continued. statistics of value of. in cities, 271-291. statistics of expenditures for, in cities, 292- 313. statistics of value of, in city high schools, 314-334. of universities, statistics of value of, 624, 627. of University of Alabama, 636. of University of Kansas, additions to, 649. of manual training schools, statistics of value of, 909. See also Scientific apparatus. Apparatus and libraries, statistics of expendi¬ ture for, by States, 82. statistics of cost of, to total school expendi¬ ture, by States, 85. See also Apparatus and Libraries. Appeals from township superintendents, law relating to, in Alabama, 91. ApDleton, Wis., common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359, 376. Appliances for instruction, insufficiency of, in Maine, 1103. | in manual training schools, 900. See also Apparatus. j Applied science, department of, in University of South Carolina, 674. See also Science. i Apportionment of school funds, bases of, in New York, 133. See also State apportionment. Apprentice schools, system of, in France, 888. ! Appropriations, for Alaskan schools, increase needed, 11. additional, needed in Alabama, 91. irregularity of, for Alaska, 193. remarks relating to statistics of, 230. to schools of science, increase in, 743. to U. S. naval and military academies, 749. receipts of schools for the deaf from, 960. receipts of schools for the blind from, 971. receipts of institutions for the feeble-minded from, 977. receipts of reform schools from, 986. See also State appropriations and City appro¬ priations. Arbor Day, should be established in Delaware, 102. extensively observed in Florida, 106. a legal holiday in Idaho, 109. celebrated in Maryland, 114. celebration of, in Missouri, 119. ceremonies connected with, in Nebraska, 123. largely ignored in Nevada, 124. a legal holiday in New Jersey, 129. specified time for, in New York, 133. legal provision for, in New York, 134. legal provision for, in Rhode Island, 143. establishment of, in Tennessee, 144. probability of law relating to, in Washing¬ ton, 153. discussion relating to, 159. i observance of, in Illinois, 1,099. i Archer, Henry P.. city superintendent, Charles¬ ton, S. C., 236. Area in square miles of the Northern and the Southern States, 28. I Arey, Melvin F., city superintendent, Ft. Dodge, Iowa, 232. Argentine Republic, educational publications in. 1010. statistics of elementary education in, 1014, 1016, 1018. Arithmetic, number of pupils studying, in Alaska, 190. remarks relating to abridgment of, 422. reasons for abridgment of study of, in Bos¬ ton, Mass., 428. necessary instruction in, 457. defects of instruction in, 458. elementary course in, in New York City, 854. methods of teaching, in Switzerland, 1028. See also Mathematics. Arizona, common school statistics of, 62, 64, 66, 68, 69, 71, 73, 74, 76, 77, 79, 80, 81, 83, 84, 85, 87. statement relating to school report of, 92. 1124 INDEX. Arizona — Continued. statistics of evening schools in cities of, 224. name of city superintendent in, 231. common school statistics of citv of, 237, 25S, 271, 292, 314. comparative statistics of city common schools of, 339, 360, 363, 377. normal element in teaching corps of, 400. statistics of normal schools in, 403, 405, 459, 464. statistics of secondary schools in, 490, 495, 497, 499. statistics of colleges of liberal arts in, 634. comparative statistics of college attendance in, 752. Arkansas, common school statistics of, 62, 63, 66, 67, 69, 70, 72, 74, 75, 77, 78. 80, 81, 82, 84, 85, 86. digest of school report of, 91-94. township system favored in, 158. names of city superintendents in, 231. common school statistics of cities of, 237, 258, 271, 292, 314. comparative statistics of city common schools of, 339, 360, 363, 377. receipts of, from Peabody Fund, 397, 398. statistics of normal schools in, 403, 405, 459, 464. training of teachers in, 410. statistics of secondary* schools in, 485, 486, 490, 495, 497, 499, 501, 507, 518, 514, 568. statistics of colleges of liberal arts in, 628, 630, 634, 678, 696. colleges of liberal arts in, 637. distribution of college students of, 714, 718. residence of students in colleges of, 716-720. statistics of land-grant colleges in, 722, 724, 727, 731, 734. comparative statistics of college attendance in, 752, 754, 755. statistics of law schools in, 777, 778, 781. statistics of schools of medicine, of dentistry, J and of pharmacy in, 784, 788, 800. statistics of degrees conferred in, 803. statistics ot schools for the deaf in, 915, 948, 950, 955, 958, 960. statistics of schools for the blind in, 917, 964, 966. 968, 970, 971. statistics of industrial schools in, 922. statistics of business colleges in, 928, 930. education of colored people in, 988, 989, 991, 992, 994, 997, 998. educational periodical in, 1006. Arkansas College, Batesville, Ark., statistics of, 678, 696. Arkansas Industrial University, statistics of, 724, 727, 731, 734. effect of Hatch bill upon, 728. information relating to, 737. Arlington, Mass., common school statistics of. 244, 262, 278, 299, 320. comparative statistics of common schools of, 345, 367. cost of tuition in, 362. Armstrong, A., city superintendent, Sioux City, Iowa, 232. Armstrong, General S. C., mentioned, 11. Armstrong. Sir \v illiam, quoted, 8S5, 836. Army and Xavy, military instruction in colleges by officers of, 721. Art, schools of, in colleges for women, 590. school of, of Smith College, 591. school of, of Wellesley College, 592, 593. of Vassar College, 593. equipment for study of, in University of Illi¬ nois, 737. statistics of degrees conferred in, S08-S15. instruction in, in Great Britain, 1022. Articulation, statistics of instruction in, in schools for the deaf, 947-949, 955-957, 95S. Articulation Class for Deaf-Mutes, New York, N.Y., establishment of, 944. Arvada, Colo., normal school desired in, 413. Asheville, X. C., statement relating to statistics of, 33o. Asheville (N. C.) Female College, statistics of. 610, 618. Ashland, Ky., statement relating to statistics of, | 335. Ashland, Pa., statistics of evening schools in, j 226. Ashland, Pa. — Continued. common school statistics of, 253, 267, 287, 3C9, 329. comparative statistics of common schools of, 355, 373. Ashland, Wis., statement relating to statistics of, 336. teachers’ institute in, 456. Ashland (Ohio) College, statistics of, 688, 707. Ashland (Oregon) State Xormal School, statistics of, 462, 469. Ashley, Edwin C., city superintendent, Little Falls, N. Y., 235. Ashtabula, Ohio, common school statistics of, 251, 266, 285, 307, 328. comparative statistics of common schools of, 353, 372. Aspen, Colo., common school statistics of, 23S, I 25S, 272, 293, 315. large enrolment in, 337. comparative statistics of comm on schools of, 340, 363. cost of tuition in, 362. Assessed valuation, statistics of ratio of school expenditures to, by States, 81. statistics of, by States, 86. statistics of, in cities, 271-291. remarks relating to comparative statistics of, 362. See also Property. Associate Reformed Theological Seminary, Due West, S. C., statistics of, 768,775. , Associated Academic Principals of the State of New York, resolutions passed at meeting of, 506. Association of Public School Officers, meeting of, in Tennessee, 146. Association of College Presidents, in Illinois, 646. Associations. See Educational associations. Assyrian language, instruction in, in Johns Hop¬ kins University, 653. Astoria, Oregon, common school statistics of, 253, 267, 2S7, 309, 329. comparative statistics of common schools of, 355, 373. Astronomy, study of, at North-Western Univer¬ sity, 645. study of. at Knox College, 646. study of, in Johns Hopkins University, 652. study and practical use of, in Western Uni¬ versity of Pennsylvania, 671. Atchison, Kans., half-day sessions in, 201. common school statistics of, 242, 261, 276, 297, 319. comparative statistics of common schools of, 344, 366. Athens, Gn., common school statistics of, 239, 259, 273, 295, 316. comparative statistics of common schools of, 341, 364. Athens, Pa., statement relating to statistics of, 336. Athens (Ala.) Female College, statistics of, 604, 614. Athletics, in Harvard University, report upon, 655. See also Physical training. Athol, Mass., defective methods of heating in, 216, 217. causes of irregular attendance in, 217. common school statistics of, 244, 262, 278, 299, 320. comparative statistics of common schools of, 346, 367. teachers’ meetings in, 428. Atlanta, Ga., half-day sessions in, 200. common school statistics of, 239, 259, 273, 295, 316. comparative statistics of common schools of, 341, 364. teachers’ meetings in, 417. Atlanta (Ga.) Medical College, statistics of, 788, 800 ; Atlanta (Ga.) University, statistics of, 680, 698. industrial training in, 996. Atlantic, Iowa, common school statistics of.241v 260, 275, 297, 31S. large enrolment in, 337. comnarative statistics cf common schools of, 343, 356. INDEX. 1125 Atlantic City, N. J., length of school term in, | 129. common school statistics of, £49, 265, 283, 305, I 325. I comparative statistics of common schools of, 351, 370. Attendance, increased regularity of, 67. statistics of average time of, by States, 69. remarks relating to, in District of Columbia, 102. increase in, in Florida, 105. lessened by lack of accommodations, in New Jersey, 128. small proportion of school population in, in New York, 130. decreased percentage of, in Rhode Island, 141. increasing regularity of, in Vermont, 150. apparent decrease in, in Wisconsin, 155. difficulties in securing, in Alaska. 185, 186. statistics of, in Alaskan schools, 189. age for beginning, 210. remarks relating to statistics of, 229, 230. statistics of, in cities, 237-257. statistics of average time of, in cities, 339- 361. remarks relating to, in public normal schools, 402. discussion relating to statistics of, 449. in colleges, 632. increase of, in Cornell University, 663. increase of, in Columbia College, 664. in colleges and scientific schools, compara¬ tive statistics of, 750-755. decline of, in New York City manual train¬ ing schools, 874. cost of manual training based upon, 879. diminution of, in manual training schools, 902. statistics of, in Indian schools, 1002-1004. in colleges in India, 1030. in schools of Colorado, statistics of, 1093. in schools of Connecticut, statistics of, 1095. in schools of Illinois, 1097. in schools of Indiana, 1100. in schools of Maine, 1102. in schools of Maryland, 1104. in schools of Massachusetts, 1106. in schools of New Jersey, 1108. in schools of Ohio, 1110. in schools of Virginia, dill. See also Enrolment and Total attendance and Average daily attendance. Attendance officers. See Truant officers. Attention, necessity of cultivating, 437. Attleborough, Mass., common school statistics of, 244, 262, 278, 299, 320. comparative statistics of common schools of, 346, 367. Auburn, Me., common school statistics of, 243, 261, 277, 299, 320. no private schools in, 337. high school attendance in, 338. comparative statistics of common schools of, 345, 367. Auburn, N. Y., common school statistics of, 249, 265, 283, 305, 326. comparative statistics of common schools of, 351, 371. Auburn (N. Y.) Theological Seminary, statistics of, 764, 772. Augsburg Seminary, statistics of, 686, 703, 764, 772. Augusta, Ga., common school statistics of, 239, 259, 273, 2S5, 316. comparative statistics of common schools of, 341,364. cost of tuition in, 362. teachers’ meetings in, 418. Augusta, Me., common school statistics of, 243, 261, 277, 299, 320. comparative statistics of common schools of, 345, 367. Augustana College, statistics of, 680, 699. Augustana Theological Seminary, Rock Island, Ill., statistics of, 762,770. Auricular perception, satisfactory instruction of deaf-mutes in, 944. statistics of instruction in, in schools for the deaf, 947-949, 955-957, 958. Aurora, Ill., common school statistics of, 239, 259, 274, 295, 316. comparative statistics of common schools of, 342, 364. training of teachers in, 418. Aurora. Ind., statement relating to statistics of, 335. Austin. Tex., common school statistics of, 255, 269, 289, 312, 332. large enrolment in, 337. comparative statisticsof common schools of, 357, 375. Austin College, Sherman, Tex., statement relat¬ ing to, 713. Austria, educational periodicals in, 1010. statistics of elementary education in, 1014, 1016, 1018. * Auxiliary Department of Medicine, University of Pennsylvania, statistics of, 794, 804. Average dailv attendance, total for the United States, 33. remarks relating to, by States, 66. statistics of, by States, 67, 68. statistics of ratio of sittings to, by States, 70, 71. statistics of school revenues per capita of, by States, 80. statistics of school expenditures per capita of, by States, 84. statistics of value of school property per capita of, by States, 86. not a fair basis for apportionment, in New York, 133. statistics of, in evening schools, 223-227. statistics of, in cities, 237-257. manner of computing, in cities, 229. statistics of, in city high schools, 314-334. remarks relating to comparative statistics of, 337, 338. comparative statistics of, in cities, 339-378. in public normal schools, statistics of, 459-463. in private normal schools, statistics of, 472- 475. in colored schools, statistics of, 988, 989, 990. in Indian schools, statistics of, 1002-1004. in elementary schools in foreign countries, statistics of, 1016. See also Attendance. Avery Normal Institute, Charleston, S. C., sta¬ tistics of, 472. 478. Ayers, James V. D., city superintendent, Cats- kill. N. Y., 234. Ayres, Edward, city superintendent, Warren, Mass., 233. Babcock, C. A., city superintendent, Oil City, Pa., quoted, 170. mentioned, 235. Babcock, John W., city superintendent, Dun¬ kirk, N. Y., 234. Bahlmann, William F., city superintendent, In¬ dependence, Mo., 234. Bailey, J. M., city superintendent, Saco, Me., 233. Bainum, O. J.. city superintendent, Olney, Ill., quoted, 217. mentioned, 232. Baker, Frank J., city superintendent, Clay Cen¬ tre, Kans., 232. Baker, W. H.,city superintendent, Savannah, Ga., 232. Baker Theological Institute, Claflin University, statement relating to, 776. Baker University, statistics of, 682, 700. Balances, may be reapportioned, in New Jersey, 127. new law relating to, in New Jersey, 129. remarks relating to statistics of, 231. Balaam, Henry A., city superintendent, San¬ dusky, Ohio, 235. Baldwin University, statistics of, 690, 707. Balentine, Wm. L., city superintendent, Maha- noy City, Pa., 235. Ballard, Stephen, school visitor, Thompson, Conn., 232. Balliet, Thos. M., city superintendent, Spring- field, Mass., 233. 1126 INDEX. Baltimore, Md., celebration of Arbor Day in, 114. methods of promotion in, 202. objections to rented buildings in, 215. statistics of evening schools in, 225. common school statistics of, 243-262, 277, 299, 320. comparative statistics of common schools of, 345, 367. association of teachers in, 380. teachers’ training school desired in, 426. kindergarten work desired in, 822. official opinion of manual training in, 863. organization of an industrial association in, 873. Baltimore (Md.) Academy of the Visitation, sta¬ tistics of, 606, 616. Baltimore (Md.) City College, statistics of, 684, 702. Baltimore (Md.) College of Dental Surgery, sta¬ tistics of, 795, 804. Baltimore (Md.) Female College, statistics of, 606, 616. Baltimore (Md.) Manual Training School, se¬ quence of studies in, 858. aims of, 890. statistics of, 893, 896, S98, 900, 904. origin of, 894, 904. Baltimore (Md.) Medical College, statistics of, 790, 801. Baltimore (Md.) University School of Medicine, statistics of, 790, 801. Bancroft, Dr. Frederic A., mentioned, 658. Bancroft, George, quoted, 41. Bancroft, T. Whiting, mentioned, 1072. Bangor, Me., common school statistics of, 243, 261, 277, 299, 320. comparative statistics of common schools of, 345; 367. Bangor (Me.) Theological Seminary, statistics of, 762, 772. Banks, Geo., city superintendent, Woodland, Cal., 231. Banta, W. H., city superintendent, Valparaiso, Ind., 232. Baptist Female College, Lexington, Mo., statis¬ tics of, 608, 617. Baptist Union Theological Seminary, Morgan Park, Ill., statistics of, 762, 770. Baraboo, Wis., common school statistics of, 257, 270, 291, 313, 333. large enrolment in, 337. comparative statistics of common schools of, 359, 376. Bardeen, Charles V.,city superintendent, Wau¬ sau, Wis., 236. Barnard, Dr. F. A. P., mentioned, 664. Barnard, Frank J., city superintendent, Middle- town, Ohio, 235. Barnard, Hon. Henry, quoted, 42. Barnes, L. Emerson, chairman school commit¬ tee, North Brookfield, Mass., 233. Barnstable, Mass., statement relating to statis¬ tics of, 335. Earr, Robert J., city superintendent, Grand Island, Nebr., 234. Barringer, W. N., city superintendent, Newark, N. J., quoted, 176, 212, 214. mentioned, 234. Barron, O. E. D., clerk of board of education, Columbus, Ohio, 235. Bartholomew English and Classical School, 610, 619. Bartlett, Albert L. , city superintendent, Haver¬ hill, Mass., 233. Bartlett, J. C., city superintendent, Taunton, Mass., 233. Bartlett, J. N., city superintendent, New Brit¬ ain, Conn., 232. Bartlett, S. H., city superintendent, Montgom¬ ery, Ala., 231. Barton, George H., city superintendent, Jersey City, N. J., quoted, 176. Barton, R. L., city superintendent, Peru, Ill., 232. Batavia, N. Y., common school statistics of, 249, 265, 283, 305, 326. comparative statistics of common schools o'f, 351, 371. Batchelder, Rev. F.L., chairman board of school visitors, Stafford, Conn., 232. Bates College, statistics of, 684, 702. Bath, Me., common school statistics of, 243, 261, 277, 299, 320. comparative statistics of common schools of, 345, 367. Bath, N. Y., statement relating to statistics of, 335. Baton Rouge, La., common school statistics of, 243, 261, 277, 298, 319. comparative statistics of common schools of, 345, 367. Battle Creek, Mich., common school statistics of, 246, 263, 280, 301, 322. comparative statistics of common schools of, 348, 369. Eattle Creek (Mich.) College, statistics of, 684, 703. Battles, Winslow, city superintendent, Stough¬ ton, Mass., 233. Bavaria, school age of, 1012. statistics of elementary education in, 1014, 1016, 1018. Bay City, Mich., common school statistics of, 246, 263, 280, 301, 322. comparative statistics of common schools of, 348, 369. discussion of manual training in, 865. Bayliss, A., superintendent, district No. 3, Ster¬ ling, Ill., 232. Baylor Female College, statistics of, 612, 620. statement relating to, 622. Baylor University, statistics of, 694, 711. Bayonne, N. J.. common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 3ol, 3/0. Beach, William H., city superintendent, Madi¬ son, Wis., quoted, 219. mentioned, 236. Beadle, General W. H.H., ex-superintendent of public instruction of Dakota, mentioned, 97. Beals, A. II., city superintendent, Paducah, Ky., 233. Beard, E. J. H.,city superintendent, Maryville, Mo., 234. Beard, M. R., city superintendent, Sacramento, Cal., 231. Beardstown, Ill., common school statistics of, 240, 259, 274, 295, 316. comparative statistics of common schools of, 342, 364. manual training in, 862, 881. statistics of manual training in, 875, 877, 878. Beatrice, Nebr., common school statistics of, 248, 264, 282, 303, 324. comparative statistics of common schools of, 350, 370. Beattie, David, city superintendent, Troy, N. Y., 235. Beaufort, S. C., statement relating to statistics of, 336. Beaumont Hospital Medical College, statistics of, 790, 801. Beaver Dam, Wis., statement relating to statis¬ tics of. 336. Beaver Falls, Pa., statistics of evening schools in, 226. common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355,373. Bechdolt, A. F., city superintendent, Mankato, Minn., 234. Beckwith, W. P., city superintendent, Adams, Mass., 233. Bedford, Pa., new school-house in, 139. Beers, Edwin C., city superintendent, Phillips- burg, N. J., 234. Beginners in teaching corps, discussion relating to, 401. Belfast, Me., statement relating to statistics of, 335. Belgium, educational periodicals in, 1010. statistics of elementary education in, 1014, 1016, 1018. Bell, Alexander Graham, mentioned, 944. INDEX, 1127 Bellairc, Ohio, common school statistics of, 251, 266, 285, 307, 328. comparative statistics of common schools of, 353, 372. Bellefontaine, Ohio, common school statistics of, 251, 266, 285, 307, 328. comparative statistics of common schools of, 353, 372. Bellefonte. Pa., common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Belleville, Ill., common school statistics of, 240, 259, 274. 295, 316. comparative statistics of common schools of, 342, 364. requirements for teaching in, 41S. Bellevue Hospital Medical College, statistics of, 790, 801. Belmont College, statistics of, 690, 707. Beloit, Wis.. common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359, 376. Beloit (Wis.) College, statistics of, 694, 712. Belvidere, Ill., common school statistics of, 240, 259, 274, 295, 316. comparative statistics of common schools of, 342,364. Bemiss. D., city superintendent, Fort Scott, Kans., 233. Benedict Institute, Columbia, S. C., statistics of, 768, 775. industrial education in, 995, 997. Benefactions, to public normal schools, statistics of, 464-471. to private normal schools, statistics of, 476, 478. to secondary schools, statistics of, 494-501, 518-524, 536-542, 568-582. to colleges for women, statistics of, 585, 595, 614-621. to universities, 622. to universities, statistics of, 624, 627. to colleges of liberal arts, statistics of, 630, 696-712. to Yale University, 639, 640. to Iowa College, 648. to Howard University. 656. to Carleton College. 660. to Westminster College, 661. to University of Rochester, 667. to University of North Carolina, 668. to Ohio colleges, 669. to Adelbert College, 669. to Buchtel College, 669. to Marietta College, 670. to University of Pennsylvania, 671. to Haverford College, 672. to Bucknell University, 673. to land-grant colleges, statistics of, 722, 734. to Cornell University, 736. to schools of science, 743. to schools of science, statistics of, 744, 747, 748. to schools of theology, statistics of, 760, 770- 775. to law schools, statistics of, 777, 781, 782. to schools of medicine, etc., statistics of, 784- 787, 800-816. Beneficial association for teachers, organization of, 380. operations of, in Baltimore, Md., 426. Beneficiaries, receipts of schools tor the deaf for, 960. receipts of schools for the blind for, 971. receipts of institutions for the feeble-minded for, 977. receipts of reform schools for, 986. Benevolent institutions, character of industrial training in, 912. Bennington, Yt., common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schoolsof, 358, 375. Bennet Seminary, Minneapolis, Minn., statis¬ tics of, 606, 617. Bennett, C. W., city superintendent, Piqua, Ohio, 235. Bennett College of Eclectic Medicine and Sur¬ gery, statistics 792, 802. I Bequests. See Benefactions. Berea (Ky.) College, statistics of, 682,701. Berean Department of Union Christian College, statistics of, 762, 770. Bergen. Martin V., city superintendent, Cam¬ den, N. J., 234. Berkeley Divinity School, statistics of, 761, 770. Berlin, Wis., common school statistics of, 257, 270, 291, 313, 331. comparative statistics of common schoolsof, 359, 376. I Bethany (W. Va.) College, statement relating to, 713. Bethel. Alaska, statistics of schools of, 181, 189, 190. school in, 1S5. Bethel Female College, Hopkinsville, Ky., sta¬ tistics of, 606, 615. Bethel College, statistics of, 692, 710. Bethel College, Russellville, Kv., statistics of, 682, 701. Bethlehem, Pa., common school statistics of, 253, 267, 287, 309. 329. comparative statistics of common schools of, 335, 373. : Bettison, Ulric, city superintendent. New Or¬ leans, La., quoted, 160, 167. 178,196,211,219. ! Beverlv, Mass., common school statistics of, 244, 262, 278, 299, 320. comparative statistics of common schools of, 346, 367. Bible Department of Drake University, Des Moines, Iowa, statistics of, 762, 770. ! Bible Department of Eureka (HI.) College, sta¬ tistics of, 762, 770. Bible Department of Oskaloosa (Iowa) College, statistics of. 762, 770. Bickler, Jacob, city superintendent, Galveston, Tex., 236. Bid deford, Me., statistics of evening schools in, 224. common school statistics of, 243, 261,277, 299, 320. comparative statistics of common schools of, 345, 367. teachers’ meetings in, 425. Biddle University, statistics of, 6SS, 706. Big Rapids, Mich., statement relating to statis¬ tics of, 335. Binghamton, X. Y., common school statistics of, 249, 265, 283, 305, 326. comparative statistics of common schools of, 351, 371. Biology, department of, in Amherst College, 657. Birmingham, Ala., common school statistics of, 237, 258, 271, 292, 314. comparative statistics of common schools of, 339,363. Birmingham (Ala.) Training Class, statistics of, 459, 464. Bishop, N. L., district superintendent, Norwich, Conn., 232. Bishop Green Associate Mission and Training School, statement relating to, 776. Bishop Whitaker’s School for Girls, statistics of, 608, 617. | Black, J. C., city superintendent, Logansport, Ind., 232. Blackboards, remarks relating to sufficiency of, in Dakota, 97. Blackburn University, statement relating to, 713. Blackmar, Frank W., author of historical mono¬ graph, 56, 57. Blackstone, Mass., common school statistics of, 244, 262, 278, 299. 320. comparative statistics of common schools of, 346, 367. Blair, William A., city superintendent, Winston, X. C., 235. Blair bill, wisdom of, 167. indorsed in New Hampshire, 436. See also National aid. Blairsville (Pa.)- Ladies’ Seminary, statistics of, 610, 619. Blind, education of, in Montana, 120. education of, in Nevada, 125. industrial training for, 912. industrial training in institutions for, 916. 1128 INDEX. Blind — Continued, education of, 962. statistics of institutions for, 964-971. colored pupils in schools for, 994. Bliss, George X., city superintendent, East Providence, It. I., 236. Blodgett, S. F., city superintendent, Milford, Mass., 233. Bloomington, Ill., common school statistics of, 240, 259, 274, 295, 317. compai-ative statistics of common schools of, 342, 364. Bloomington Law School (Illinois "Wesleyan University), statistics of, 778, 781. Bloomington (Nebr.) Normal School, statistics of, 461, 467. Blooinsburg, Pa., statement relating to statistics of, 336. Bloss, John M., city superintendent, Topeka, Kans., 233. Blue Mountain (Miss.) Female College, statistics of, 608, 617. Blue Mountain University, La Grande, Oregon, statement relating to, 713. Boaz, Wis., teachers’ institute in, 456. Board and lodging, remarks relating to statis¬ tics of, in normal schools, 404. statistics of cost of, in private normal schools, 406, 476-478. in public normal schools, 464-471. in colleges for women, 594, 614-621. expense of, reduced at Emory College, 645. cost of, in St. Stephen’s College, 666. low cost of, in University of North Carolina, 668. cost of, in colleges of liberal arts, 696-712. statistics of cost of, in land-grant colleges, 734 in schools of science, 747, 748. in schools of theology, 770-775. in law schools, 781, 782. in schools of medicine, etc., 800-S06. Board of education, new rule relating to, in Alaska, 10. expenses of, should be paid by State, 102. composition of, in Louisiana. 113. countv superintendent should be treasurer of, 137. names of members of, in Alaska, 191. changes in organization of, desired in Indi¬ ana, 1101. Board of examiners, should be paid, in Nevada. 125. Boarding and Day School for Young Ladies, Germantown, Pa., statistics of, 610, 619. Boarding and Day School for Young Ladies, New York, N. Y., statistics of, 610, 618. Boarding halls, at Emory College, 645. See also Board and lodging. Boarding schools, in Alaska, subject to super¬ vision of Territorial board of education, 10. establishment of, in Alaska, 186. system of, needed in Alaska, 193. for colored pupils, 990. for Indians, statistics of, 1002-1004. Boardman Street Kindergarten Training Class, Boston, Mass., statistics of, 479. Bodie, Cal., statement relating to statistics of, 33d. Bogue, Dr. A. P., mentioned, 12. Boise City, Idaho, recommendation relating to schools of, 109. statement relating to statistics of, 335. Bombay Presidency, statistics of elementary ed¬ ucation in, 1014, 1016, 1018. Bonded indebtedness, statistics of payments on, in cities, 292-313. Bonds, statistics of school revenues from sale of, by States, 78. uncertainty concerning, in Dakota, 96. recommendation relating to issue of, in Da¬ kota, 99. sale of, limited in Idaho. 110. remarks relating to statistics of, 231. See also School bonds. Books, to be distributed by town clerks in New York, 134. See also Text-books. Boone, Iowa, common school statistics of, 241, 260, 275, 297, 318. Boone, Iowa — Continued, large enrolment in, 337. comparative statistics of common schools of, 343, 366. Boonville. Mo., statement relating to statistics of. 335. Booz, Matilda S., city superintendent, Bristol, Pa., 23d. Bordentown, N. J., statement relating to statis¬ tics of, 335. Bordentown (N. J.) Female College, statistics of, 608, 618. Borst, Charles A., mentioned, 652. Boston, Mass., methods of promotion in, 202. statistics of evening schools in, 225. I common school statistics of, 244, 2S2, 278, 299, 321. comparative statistics of common schools of, 346, 367. cost of tuition in, 362. changes anticipated in normal school of, 427. public kindergartens in, 816, 817, 820. introduction of tool work in schools of, 827. history of kindergartens in, 839, 840. tool instruction in, 845, 846. instruction in sewing in, 850. instruction in cooking in, 851. outside attendance in manual training schools in, 864. statistics of manual training in, 875, 877-879. , manual training in, 881. nurses’ training school in, 940. j Boston (Mass.) College, new course of study in, 658. statistics of, 684, 703. Boston (Mass.) Dental College, statistics of, 796, 804. i Boston (Mass.) Normal School, statistics of, 460, 466. i Boston (Mass.) Public Latin School, preparation ( for college in, 482. : Boston (Mass.) University, statistics of, 624, 684, j 703. | Boston (Mass.) University School of Law, statis- i tics of, 779, 781. Boston (Mass.) University School of Medicine, j statistics of, 794, 802. i Boston (Mass.) University School of Theology, I statistics of, 764, 772. i Bostwick,0. P. , city superintendent, Galena, Ill., I 232. Botany, examination of kindergarten teachers ) in, 407. | Both sexes, statistics of private secondary schools I for, 485, 500, 543-582. t Boundaries of districts, uncertainty relating to, in Idaho, 108. Bourbon Female College, statement relating to, I 622. Bowditch, H. P., quoted, 757. Bowdoin College, Brunswick, Me., statistics of, ') 684, 702. Bowdon (Ga.) College, information relating to, I 645. statistics of, 680, 698. Bowers, H. S., city superintendent, Lincoln, Nebr., 234. 1 Bowlbv, Joel M., city superintendent, Litchfield, i Ill., 232. Bowles, Ralph H., Jr., city superintendent, Ben¬ nington, Vt., 233. I Bowling Green, Kv., common school statistics ■ of, 243, 261, 277, 298, 319. ! comparative statistics of common schools of, 345, 366. Boys, statistics of private secondary schools for, 4S4, 498, 525-542. Boys’ House of Refuge, New Orleans, La., notes relating to, 978. Brace, F. R., school superintendent of Camden | County, N. J., quoted, 175. Bradbury, S. P., school agent, Bangor, Me., 233. 1 Braddock, Pa., new school-house in, 139. common school statistics of, 253, 267, 287, 309, i 329. large enrolment in, 337. J comparative statistics of common schools of, < 355, 373. Braden, A. G., city superintendent, Washington, i Pa., 236. INDEX 1129 Bradford, Pa., common school statistics of, 253, 2G7, 287, 309, 329. comparative statistics of common schools of, 355, 378. Bradford (Mass.) Academy, information relating to, 598. statistics of, 60G, 61G. Bradley, John E., city superintendent, Minne¬ apolis, Minn., 234. Brady, Edwin E., chairman school beard, Stam¬ ford, Conn., 232. Braidwood, 111., statement relating to statistics of, 335. Braille system of instructing the blind, statistics of use of, 963. Brainerd, Minn., common school statistics of, 247, 263,281,302,323. comparative statistics of common schools of, 349, 369. Braintree, Mass., common school statistics of, 244, 262, 278,299, 32i. comparative statistics of common schools of, 346, 367. Branch Normal College of the Arkansas Indus¬ trial University, new domitory for, 410. statistics of, 459, 464. Branches of study, discussion of, 178-180. number of pupils in, in Alaska, 190. Brands, O. M., city superintendent, Paterson, N.J., 234. Branson, E. C., city superintendent, Athens, Ga., 232. Brattleborougli, Vfc., common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 358, 37 d. Breaux, Joseph A., State superintendent of edu¬ cation of Louisiana, 88. Bremen, statistics of elementary education in, 1014, 1016, 1018. Brenham, Tex., common school statistics of, 255, 269, 2S9, 312, 332. comparative statistics of common schools of, 357, 375. Brewer Normal School, Greenwood, S. C., sta¬ tistics of, 472, 478. Bridge, Hudson E., mentioned, 651. Bridgeport, Conn., statistics of evening schools in, 224. common school statistics of, 238, 258, 272, 293, 315. comparative statistics of common schools of, 346, 363. Bridgeton, N. J., statement relating to statistics of, 335. Brier, W. J city superintendent, Baraboo, Wis., 236. Briggs. Egbert L., city superintendent, Grand Haven, Mich., 234. Briggs, Frank O., president of board of educa¬ tion, Trenton, N. J., 234. Bristol. Conn., common school statistics of, 238, 258, 272, 293, 315. comparative statistics of common schools of, 340, 363. kindergarten work in, 822. Bristol, Pa., common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 374. Bristol, R. I., statistics of evening schools in, 227. common school statistics of, 255, 258, 289, 311, 331. comparative statistics of common schools of, 357, 375. British Columbia, statistics of elementary edu¬ cation in, 1014, 1016, 1018. British Empire, educational periodicals in, 1008. British India, statistics of elementary educa¬ tion in, 1014, 1016, 1018. education in, 1030. Broaddus College, statistics of, 612, 621. Broadhurst Institute, Clarksville, Tenn., state¬ ment relating to, 622. Brockport, X.Y., statement relating to statis¬ tics of, 335. Brockton, Mass., statistics of evening schools in, 225. common school statistics of, 244, 2C2, 278, 299, 321. Brockton, Mass. — Continued. comparative statistics of common schools of, 346, 367. Bromfield, W. F.,city superintendent, Lincoln, Ill., 232. Brook Hall Female Seminary, 610, 619. Brookfield, Mo., statement relating to statistics of, 335. Brookline, Mass., statistics of evening schools in, 225. common school statistics of, 244, 262, 278, 299, 321. comparative statistics of common schools of, 346, 367. ^ manual training in, 864. Brooklyn, N. Y., half-day sessions in, 199. methods of promotion in, 203. examinations in, 206. primary school children in, 210, 211. statistics of evening schools in, 226. common school statistics of, 249, 265, 283, 305, 326. comparative statistics of common schools of, 351,371. training of teachers in, 439. official opinion of manual training in, 868. Brooklyn Collegiate and Polytechnic Institute, study of modern languages in, 666. statistics of, 688, 705. Brooklyn Heights (X. Y.) Seminary, statistics of, 608, 618. Brooklvn (N.Y.) Training School, statistics of, 461, 467. Brown, Alfred B., secretary of school board, Sa¬ lem, Mass., 233. Brown. Arthur "W., city superintendent, South Kingstown, R.I., 236. Brown, D.M., city superintendent, Petersburg, Va., 236. Brown, F. I., city superintendent, Hopkinton, Mass., 233. Brown, George A., city superintendent, Rock¬ ingham, Vt., 235. Brown, George P., mentioned, 1053. Brown. I. H., city superintendent, Columbia, Mo., 234. Brown, Joseph E., gift of, to University of Geor¬ gia, 645. Brown, Z. H., city superintendent, Nashville, Tenn., quoted, 166, 174. Brown University, information relating to, 673. statistics of, 692, 709. Browne, Edward G., mentioned, 639. Brownsville, Tex., common school statistics of, 256, 269, 289, 312, 332. comparative statistics of common schools of, 358, 375. Brownsville (Tenn.) Female College, statistics of, 612, 619. Bruce, O.B., city superintendent, Lynn, Mass., quoted. 219, 221. mentioned, 233. Brunswick, Ga., statement relating to statistics of, 335. Brunswick, Me., statement relating to statistics of, 335. Brunswick Home, Amityville, N. Y., establish¬ ment of, 972. Brush, George J., quoted, 739. Bryan (Tex.) Female Institute, statement relat¬ ing to, 622. Bryant, C. A., citysuperintendent, Paris, Tex., 236. Bryn Mawr College, advancement of higher ed¬ ucation of women by, 586. statistics of, 587, 594. - information relating to, 589. Buchanan, John L., State superintendent of pub¬ lic instruction of Virginia, 88. quoted, 164. digest of report of, 1111. Buchtel College, donations to, 669. statistics of, 6S8,707. Buck, W. E., city superintendent, Manchester, X. H., quoted, 160, 206, 218. mentioned, 234. Buckingham, C. C., mentioned, 63S. B ucknell U niversity , information rel ating to, 672. statistics of, 692, 709. Buckner, Geo. W., president of parish school board, Baton Rouge, La., 233. 1130 INDEX. Bucyrus, Ohio, common school statistics of, 251, 266. 285, 307, 328. comparative statistics of common schools of, 353, 372. Buehrle, R.K., city superintendent, Lancaster, Pa., 235. Buffalo, N.Y., methods of promotion in, 203. statistics of evening schools in, 226. common school statistics of, 219,265, 283, 305, 326. comparative statistics of common schools of, 351, 371- Buffalo (N. Y.) Female Academy, statistics of, 608, 618. Buffalo (N.Y.)Law School of Niagara Univer¬ sity, statistics of, 779,782. Building, new, for the Bureau of Education, 15, 16. Buildings, statistics of expenditure for, by States, 82. statistics of ratio of cost of, to total school expenditures, by States, 85. statistics of expenditures for, in cities, 292- 313. of public normal schools, statistics of value of, 461-471. of private normal schools, statistics of value of, 476, 478. of University of Kansas, additions to, 649. of University of Illinois, 736. of manual training schools, 900. expenditures of manual training schools for, 909. of Pratt Institute, 925. expenditures of schools for the deaf for, 960. expenditures of schools for the blind for, 971. expenditures of institutions for the feeble¬ minded for, 977. expenditures of reform schools for, 986. of Sitka Industrial Training School, 108S. in Colorado, statistics of, 1093. See also Grounds and buildings and School buildings. Buisson, B., quoted, 850. Bullock, F. M., city superintendent, New Cas¬ tle, Pa., 235. Bureau of Education, recent publications of, 5-7. exhibit of, at Ohio Valley Centennial, 11. resolutions passed by Department of Super¬ intendence respecting, 12 (foot note), quarters for, 13-16. resolutions passed by National Educational Association relating to, 15. description of building desired for, 15. printing for, 16. investigation of educational conditions by, 21. work of, in promoting interest in education, 35, character of monographs to be prepared for, 55. resolutions relating to recent publications of, 59. work accomplished in three years by, 1114. Burdick, S. G., city superintendent, Centralia, Ill., 232. Burgess, Edward, city superintendent, Pough¬ keepsie, N. Y., 235. Burlington, Iowa, statistics of evening schools in, 224. common school statistics of, 241, 260, 275, 297, 318. comparative statistics of common schools oi, 343, 366. Burlington, N. J., statement relating to statis¬ tics of, 335. Burlington, Vt., statement relating to statistics of, 336. Burke, John, senior principal of schools, New¬ port, Ky., quoted, 218. mentioned, 233. Burns, J. J., city superintendent, Dayton, Ohio, quoted, 208. Burns, James C., city superintendent, Mon¬ mouth, Ill., 232. Burrillville, R. I., common school statistics of, 255, 26S, 2S9, 311, 331. comparative statistics of common schools of, 357, 375. Burritt College, statement relating to, 713. Burton, Charles, city superintendent, Plymouth, Mass., 233. Bush, George Gary, author of historical mono¬ graph, 46-48. mentioned, 1116. Business instruction, in French elementary schools, 903. statistics of, 927-940. school for, in France, 1020. See also Commercial colleges. Bussey Institution, statistics of, 745, 747. Butler, A. C., city superintendent, Beardstown, Ill.. 232. mentioned, 420. Butler, C. W., city superintendent, Defiance, Ohio, 235. Butler, Dr. Nicholas Murray, quoted, 34,388, 873. Butler, Mo., common school statistics of, 247, 264, 281, 303, 324. comparative statistics of common schools of, 349, 369. Butler, Pa., common school statistics of, 253,267, 287, 309, 329. comparative statistics of common schools of, 355, 374. Butler University, establishment of, 50. statistics of, 680, 699. Butte City, Mont., common school statistics of, 248, 264, 282, 303, 321, comparative statistics of common schools of, 350, 370. C. Cadillac, Mich., common school statistics of, 246, 263, 280, 301, 322. comparative statistics of common schools of, 313. 369. Cairo, Ill., primary schools in, 209. common school statistics of, 240, 259J 274, 295, 317. comparative statistics of common schools of, 342, 364. Calais, Me., common school statistics of, 243, 261, 277, 299, 320. large enrolment in, 337. comparative statistics of common schools of, 345, 367. cost of tuition in, 362. Caldwell College, Danville, Ky., statistics of, 606, 6 15. Calhoun, John C., mentioned, 43, 44. Calhoun, John F., mentioned, 45. California, common school statistics of, 62, 64, 66, 68. 69, 71, 73, 74, 76, 77, 79, 80, 81, 83,84, 85, 87. digest of school report of, 94-95. statistics of evening schools in cities of, 224. names of city superintendents in, 231. common school statistics of cities of, 237, 258, 271, 292, 314. comparativestatistics of city common schools of, 339, 360, 363, 377. State normal schools in, 3S2. normal element in teaching corps of, 400. statistics of normal schools in, 403, 405, 406, 459, 464, 472, 476. training of teachers in, 410. statistics of kindergarten training schools in, 408, 479. statistics of secondary schools in, 483, 481, 485, 486, 490, 495, 497, 499, 501, 507, 508, 518, 525, 536, 544 , 568. statistics of colleges for women in, 5S5, 604, 614. taxation for University of, 623. statistics of colleges of liberal arts in, 628, 630, 634, 678, 696. colleges of liberal arts in, 637. distribution of college students of, 714, 720. residence of students in colleges of, 7^6-720. statistics of schools of science in, 744, 745, 747. comparative statistics of college attendance in, 752. statistics of schools of theology in, 759, 760, 761, 770. statistics of law schools in, 777, 778, 781. statistics of schools of medicine, of dentistry, and of pharmacy in, 784, 785, 786, 787, 7S8, 794, 796, 800, 803, S04, 805, 806. INDEX, 1131 California — Continued. statistics of degrees conferred in, 808. statistics of kindergartens in, 817, 818, 819, 823. statistics of schools for the deaf in, 915, 918, 950, 955, 958, 960. statistics of schools for the blind in, 917, 964, 966, 968, 970. statistics of schools for the feeble-minded in, 919, 974-977. statistics of business instruction in, 929, 930. statistics of nurses’ training school in, 941, 942. statistics of reform schools in, 980, 982, 984, 986. education of colored people in, 994. educational periodicals in, 1006. reading circles in, 1050. California College of Pharmacy (University of California), statistics of, 796, 804. California Kindergarten Training School, sta¬ tistics of, 479. California Medical College, statistics of, 806. Calisthenic exercises. See Physical training. Callahan, Henry White, city superintendent, Penn Yan, N. Y., 235. Callanan College, Des Moines, Iowa, statistics of, 604, 615. management of, 648. Calvin College, statistics of, 690, 707. Cambridge, Mass., statistics of evening schools in, 225. common school statistics of, 244, 262, 278,299, 321. comparative statistics of common schools of, 346, 367. method of training teachers in, 428, manual training in, 864. Cambridge (Md.) Female Seminary, statistics of. 606, 616. Cambridge (Mass.) School for Girls, remarks re¬ lating to, 505. Camden, Me., statement relating to statistics of, 335. Camden, N. J., statistics of evening schools in, 226. common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 370. Campbell, F. J., president of Royal Normal Col¬ lege for the Blind, quoted, 913. Campbell, Fred. M., city superintendent, Oak¬ land, Cal., 231. Campbell University, statistics of, 682, 701. Canada, educational periodicals in, 1008. statistics of elementary education in, 1014, 1016, 1018. Canandaigua, N. Y., common school statistics of, 249, 265, 283, 305, 326. comparative statistics of common schools of, 351, 371. Cane Hill College, statistics of, 678, 696. Canisius College, Buffalo, N. Y., statistics of, 688, 705. Cannon, may be loaned to colleges by the Gen¬ eral Government, 721. Canton, Ill., common school statistics of, 240, 259, 274, 295, 317. comparative statistics of common schools of, 342, 364. Canton, Mass., statement relating to statistics of, 335. Canton, Ohio, common school statistics of, 251, 266, 285. 307, 328. comparative statistics of common schools of, 353, 372. Canton (N. Y.) Theological Seminary, statistics of, 764, 772. Capacity of Indian schools, statistics of, 1002, 1003. See also Sittings. Cape Colony, statistics of elementary education in, 1018. Cape Girardeau, Mo$ statement relating to sta¬ tistics of, 335. Cape of Good Hope, statistics of elementary education in, 1014, 1016. Capital University, Columbus, Ohio, statistics of, 690, 707. Carbondale, Pa., common school statistics of, 253, 267, 287, 309, 330. comparative statistics of common schools of, 355, 374. Carleton College, Northfleld, Minn., additions to equipment of, 660. statistics of, 686, 703. Carlinville, Ill., statement relating to statistics of, &35. Carlisle, James H., mentioned, 1074. Carlisle, Pa., common school statistics of, 253, 267, 287, 309, 330. comparative statistics of common schools of, 350, 3 <4. Carmel, Alaska, statistics of schools of, 181, 189, 190. public school in, 186. Carne, Richard L., city superintendent, Alex¬ andria, Va., 236. Carpentry, pupils studying, in schools for the deaf, 915. in reform schools, 920. See also Wood- working. Carroll, B. F., city superintendent, Rich Hill, Mo., 234. Carroll, Thomas, chairman school committee, Peabody, Mass., 233. Carrollton, Mo., common school statistics of, 247, 264, 281, 303, 324. comparative statistics of common schools of, 349, 369. Carson City, Nev., work of high school In. 123. common school statistics of, 248, 264, 282, 304, 325. comparative statistics of common schools of, 3o0, 3/0. Carson College, Mossy Creek, Tenn., theologi¬ cal department organized in, 674. statistics of, 692, 710. Carter, E. P., city superintendent, Webster, Mass., 233. Carthage, Mo., common school statistics of, 247, 264, 281, 303, 324. comparative statistics of common schools of, 349 369 Carthage (HI.) College, statistics of, 680, 698. Carving, share of, in manual training, 842. course in, in Moline, Ill., 844. See also Manual training. Cary, John B., city superintendent, Richmond, Va., 236. Case School of Applied Science, statistics of, 746, 748. Catalogues of normal schools, character of, 379. Catasauqua, Pa., statement relating to statistics of, 336. Cathedral School for the Deaf, Cincinnati, Ohio, establishment of, 944. Catholic College of the Holy Ghost, Pittsburg, Pa., statistics of, 692, 709. Catholic Normal School of the Holy Family, St. Francis, Wis., 474, 478. Catholic University of America, information re¬ lating to, 642. Catlettsburg, Ky., statement relating to statis¬ tics of, 335. Catskill, N. Y., common school statistics of, 249, 265, 283, 305, 326. comparative statistics of common schools of, 351, 371. Cavanagh, James, citv superintendent, Kenosha, Wis., 236. Cedar Bluff Female College, statistics of, 606, 615. Cedar Rapids, Iowa, statement relating to sta¬ tistics of, 335. Cedar Street Training School, New Haven, Conn., statistics of, 459, 465. Census. See School census and Enumeration. Census age, statistics of, in cities, 237-257. Centenary Biblical Institute, Baltimore, Md., statistics of, 764, 772. Centenary College of Louisiana, statistics of, 684, 701. Centennial Exposition of the Ohio Valley and Central States, exhibit of Bureau of Edu¬ cation at, 11. Central Alabama Normal Institute, establish¬ ment of, 409. statistics of, 472, 476. 1132 INDEX. Central College, Fayette, Mo., information re¬ lating to, 661. statistics of, 6S6. 704. Central College of Physicians and Surgeons, In¬ dianapolis, Ind., statistics of, 7SS, 801. Central Falls, R. I., statistics of evening schools in, 227. common school statistics of, 255, 268, 289, 311, 331. comparative statistics of common schools of, 357, 375. Central Female College, Clinton, Miss , statis¬ tics of, 608, 617. Central Female College, Lexington, Mo., statis¬ tics of, 603, 617. Central Female College, Tuscaloosa, Ala., sta¬ tistics of, 604, 614. Central Pennsylvania College, organization of, 673. statistics of, 692, 709. Central State Normal School, Lock Haven, Pa., statistics of, 452, 469. Central school system in manual training, 846. cities following, 875, 876. Central Tennessee College, statistics of, 692, 710. industrial training in, 996. Central University, Richmond, Ky., statistics of. 682, 701. Central University of Iowa, statistics of, 6S2, 700. Central Wesleyan College, Warrenton, Mo., sta¬ tistics of, 686, 704. Centralia, 111., common school statistics of, 240, 259, 274, 295, 317. comparative statistics of common schools of, 342, 364. Centralization, in institutions for higher educa¬ tion, 51. See also Administration. Centre College, Danville, Ky., statistics of, 682, 701. Certificates of teachers, recommendation relat¬ ing to, in Dakota, 99. remarks relating to, in Delaware, 101. should be issued by the State, in Louisiana, 112. law relating to, in New Orleans, La., 114. grades of, in Michigan, 116. remarks relating to, in New Jersey, 127. classes of, in New York, 131. maybe issued without examination, in New York, 134. new law relating to, in Oregon, 138. not granted without examination, in Utah, 150. recommendation relating to, 155. low grade of majority of, in Wisconsin, 156. statistics of, in New Jersey, 436. regulations relating to, in New York, 433. remarks relating to, in Texas, 453. suggestions relating to, in Virginia, 455. new law relating to, in Maryland, 1105. See also Licenses of teachers and Examina¬ tion of teachers. Chaddock College, statistics of, 680, 699. Cliaffev College of Agriculture, statistics of, 745, 747. Chamberlin, Dr. Thomas C., mentioned, 676. Chambersburg, Pa., common school statistics of, 253, 267, 287, 309, 330. comparative statistics of common schools of, 3oo, 3/4. Champaign, Ill., statement relating to statistics of, 335. Chandler, Anna M., city superintendent, Mar¬ quette, Mich., 234. Chandler Scientific Department of Dartmouth College, statistics of, 745, 747. Chaney, N. H., city superintendent, Washing¬ ton, Ohio, 235. Changes, in teaching force, statistics of, by States, 75, 76. in teaching force, undesirable frequency of, in Rhode Island, 141. in land-grant colleges, 724. in institutions for the deaf, 944. Channell, Guy C., city superintendent, Dedham, Mass., 233. Chaplain, Prof. Alex., mentioned, 1066. Chapman, Edwin O., State superintendent of i public instruction of New Jersey, digest of report of, 126-129. quoted, 163, 166, 176. J Character, development of, it McDonogh (Md.) Institute, 502. See also Moral instruction. Charleston, S. C., common school statistics of, 255, 269, 289, 311, 331. comparative statistics of common schools of, 357, 375. • Charleston, W. Va., comrhon school statistics of, 257, 269, 291, 313, 333. comparative statistics of common schools of, 359, 376. CharlestonfS. C.) Military Academy, design of, 44. Charlotte, N. C., statement relating to statistics of, 335. Charlotte (N. C.) Female Institute, statistics of, 610, 618. Charlottesville, Va., statement relating to statis¬ tics of, 336. Charters, dates of, of secondary schools, 597-517, 525-535, 543-567. of colleges for women, 594, 604-613. of colleges of liberal arts, 678-694. of land-grant colleges, 731, 732. of schools of science, 745, 746. of schools of theology, 761-769. of schools of medicine, etc., 788-799. Chase, Dr. Pliny E., mentioned, 672. Chase, Dr. Thomas, mentioned, 672. Chateaugay, N. Y., statement relating to statis¬ tics of, 335. Chattanooga, Tenn.. common school statistics of, 255, 269, 289, 311, 331. comparative statistics of common schools of, 3o / , 3/0. Chattanooga (Tenn.) Universitv, statistics of, 692, 709. Chauncy Hall Training Class, Boston, Mass., statistics of, 479. Chautauqua Teachers’ Reading Circle, consoli¬ dation of Kansas reading circle with, 1065. Cheating in recitation, method of dealing with, at McDonogh (Md.) Institute. 503. Cheboygan, Mich., common school statistics of 246, 263, 2 SO, 301, 323. comparative statistics of common schools of,' 348, 369. Chelsea, Mass. , statistics of e veni ng schools in , 225 common school statistics of, 244, 262, 278, 299, 321. comparative statistics of common schools of, 346, 367. Chemistry, instruction in, needed in Montana, 434. statistics of pupils pursuing, in secondary schools, 482, 433, 484, 485, 490. statistics of time assigned to, in secondary schools, 486-489, 491-493, 505. laboratory work in, in schools of medicine, etc., 788-799. instruction in, in French elementary schools, 903. Chester, Pa., statistics of evening schools in, 226. common school statistics of, 253, 267, 287, 309, 330. comparative statistics of common schools of. 355, 374. Cheyenne, Wyo., common school statistics of, * 257, 270, 291, 334. comparative statistics of common schools of, 359, 376. cost of tuition in, 362. Chicago, Ill., methods of promotion in, 201. statistics of evening schools in, 224. common school statistics of, 240,259, 274,295, 317. comparative statistics of common schools of, 342, 364. kindergartens in, 818. Chicago (Ill.) College of Dental Surgery, statis¬ tics of, 794, 804. Chicago (Ill.) College of Pharmacy, statistics of, 796, 804. Chicago Female College, Morgan Park, Ill., statistics of, 604, 615. Chicago (Ill.) Homoeopatl^c Medical College, statistics of, 794, 802. Chicago (Ill.) Manual Training School, estab¬ lishment of, 858. aims of, 890. statistics of, 893, SS6, S9S, 900, 901, 909. origin of, 894. INDEX 1133 Chicago (Til.') Medical College (North-Western University i, statistics of, 783, 800. Chicago (Ill.) Ophthalmic College, statistics ot, 794, S04. Chicago (III.) Polyclinic, statistics of, 806. Chicago (Ill.) Theological Seminary, statistics of, 762, 770. Chicago (Ill.) Training School for Kindergar¬ teners, statistics of, 479. Chicago (Ill.) Veterinary College, statistics of, 798, 806. Chickasaw Female College, statistics of, 608, 617. Chickering, George E., city superintendent, Lawrence, Mass. , 233. Chico, Cal., statement relating to statistics of, 335. Chicopee, Mass., evening school attendance in, 223. statistics of evening schools in, 225. common school statistics of, 244, 262, 278, 299, 321. comparative statistics of common schools of, 346, 367. official opinion of manual training in. 864, Chidester, M.. city superintendent, Wichita, Kans., 233. Chief school officers, of American States, list of, 88. of foreign countries, names of, 1014. Childs. J. B., eitv superintendent, Amherst, Mass., 233. Child labor, recommendation relating to, in West Virginia, 155. Chili, statistics of elementary education in, 1014, 1016, 1018. Chillicothe, Mo., common school statistics of, 247, 264, 281, 303. 324. comparative statistics of common schools of, 349, 369. Chillicothe, Ohio, statistics of evening schools in, 226. common school statistics of, 252, 266, 2S5, 307, 328. conmarative statistics of common schools of, *353, 372. Chippewa Falls, Wis., common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359, 376. Chittenden, Hon. S. B., gift of, to Yale Univer¬ sity, 640. Chowan Baptist Female Institute, statistics of, 610, 61S. Christian Biblical Institute, Stanfordville, X. Y., statistics of, 766, 772. Christian Brothers’ College, statistics of, 692, 710. Christian College, Monmouth, Oreg., statement relating to, 713. Christian Female College, Columbia, Mo., sta¬ tistics of, 608, 617. Christian Universitv, Canton, Mo., statistics of, 686,704. Church, Rev. F. H., secretary of school board, Putnam, Conn., 232. Church schools, in Alaska, 8. compensation recommended for, in Alaska, 182. , See also Parochial schools. Churchill, J. O., eitv superintendent, Cheyenne, - _ Wyo.,236. Cincinnati, Ohio, methods of promotion in, 204. former defective classification of pupils in, 207. common school statistics of, 252, 266, 2S5, 307. 328. comparative statistics of common schools of, 354, 372. kindergartens in, 818. proposed school for deaf-mutes in, 944. Cincinnati (Ohio) College of Medicine and Sur¬ gery, statistics of, 790. 802. Cincinnati ( Ohio) College of Pharmacy, statistics . of, 793, 804. Cincinnati (Ohio) House of Refuge, industrial training in, 978. Cincinnati (Ohio) Xormal School, statistics of, 461, 469. Cincinnati (Ohio) Weslevan College, statistics of, 610, 619. Circleville (Ohio) common school statistics of, 252, 266, 285, 307, 328. comparative statistics of common schools of, 334, 372. Cities, list of, failing to report, 335. necessity of manual training for boys in, 837. Citizenship, preparation in schools for, 18. children should be prepared for duties of, 125. duties of schools in relation to, 142. | instruction essential for, 179. i train*ng for, in public schools, 442. See also Civics. i City appropriations, statistics of, to normal schools, 405, 464—171. do secondary schools, 518-524, 536-542, 56S- 582. to colleges for women, 594, 614-621. to manual training schools, 909. See also City taxes and Municipal aid. City school systems, statistics of, 237. City schools, flourishing condition of, in Da¬ kota, 100. well-conducted in Missouri, 118. more ma'e teachers needed in, in New Jer¬ sey, 126. long experience of teachers in, in New Jer¬ sey, 127. good condition of, in Oregon, 137. careful supervision in, in Pennsylvania, 139. discussion of questions relating to, 195-227. comparison of, with country schools, 1095. City superintendents, should not be amenable to county officers, 117. remarks relating to statistics of salaries of, 230, 231. names of, 231. statistics of salaries of, 258-270. statistics of expenditures for, 292-313. opinions of, on manual training, S60-S72. City taxes, statistics of receipts from, 271-291. remarks relating to comparative statistics of, 362. comparative statistics of, 363-378. See also City appropriations and Appropria¬ tions a nd Taxation . Civics, should be taught in schools, 167. study of, 180. suggestions relating to teaching of, 425. study of, in manual training schools, 900. See also Citizenship. Civil engineering, taught in Pierce Christian College, 633. See also Engineering. Clafiin University, maintenance of, 44. statistics of, 724, 726, 727, 732, 734. effect of Hatch bill upon, 729. Claremont, X.H., common school statistics of, 249, 265. 2S3, 304, 325. comparative statistics of common schools of, 351, 370. Clark, D. C., eitv sunerintendent, Santa Cruz, Cal., 231. Clark, John F., city superintendent, Flushing, N.Y., 234. Clark University, statistics of, 680, 698. industrial training in, 995. Clarke, I. Edwards, mentioned, 6. 827. Clarke, J. T., eitv superintendent, Southbridge, Mass., 233. Clarksville. Tenn., common school statistics of, 255, 269, 289, 311. 331. comparative statistics of common schools of, 3d i . 37a. Clason, O. B., eitv superintendent, Gardiner, Me., 233.' Clas$ in pharmacy of the medical department of Tulane University, statistics of, 796, 805. Class system, repression of, 38. i Classes, number of. in Alaskan schools, 190. i Classical course, statistics of high school stu¬ dents preparing for, 314-334. statistics of pupils preparing for, in private normal schools, 472-475. in college, statistics of pupils in secondary schools preparing for, 4S2, 496-501, 507-517, 525-535, 543-567. statistics of time assigned to studies of, in secondary schools. 4S6-489, 491-493. j in colleges, ratio of students in, 634. 1134 INDEX, Classical course— Continued, excellence of, in University of California, 637. in Wesleyan University, studies of, 641. in land-grant colleges, statistics of students in, 727. in land-grant colleges, 736. statistics of degrees conferred in, 807-815. students in, in colleges for colored people, 992. Classical studies, relative value of, 443. work of Muhlenberg College in, 671. small number of colored pupils pursuing, 990. Classification, of schools, method of, in Texas, 148. of schools, a plan of, 169. of pupils, defects in, 198. of college students, remarks relating to sta¬ tistics of, 632. See also Grading. Clay Centre, Kans., common school statistics of, 242, 261, 276, 297, 319. comparative statistics of common schools of, 344, 366. Clay modelling, examination of kindergarten teachers in, 407. course in, in Moline, Ill., 813. See also Manual training. Clayton, Dr. H. D., mentioned, 633. Clemens, I. M., city superintendent, Ashtabula, Ohio, 235. Clendenen, T. C., city superintendent, Cairo, Ill., 232. Clerks, statistics of expenditures for, in cities, 292-313. Cleveland, Geo. B., president board of educa¬ tion, Portland, Conn., 232. Cleveland, Ohio, methods of promotion in, 205. statistics of evening schools in, 226. common school statistics of, 252, 267, 286, 307, 328. comparative statistics of common schools of, 354, 372. public kindergartens in, 816, 817. official opinion of manual training in, 869. manual training in, 8S4. proposed school for deaf-mutes in, 944. Cleveland (Ohio) Manual Training School, ob¬ jects of training in, 891. statistics of, 893, 896, 898, 900, 904, 909. origin of, 894. Cleveland (Ohio) Training School, statistics of, 461, 469. Clinton, Iowa, statement relating to statistics of, 335. Clinton, Mass., statistics of evening schools in, 225. common school statistics of, 244, 262, 278, 299, 321. comparative statistics of common schools of, 346, 357. Clinton, Mo., common school statistics of, 247, 264, 281, 303, 324. comparative statistics of common schools of, 349, 369. Clinton (Ky.) College, statement relating to, 622. Clinton (Miss.) College, decreased attendance in, 661. Clizbe, W. D., city superintendent, Ionia, Mich., 234. Cobb, C. V., citv superintendent, Waterford, N. Y., 235. Cobb Divinity School (Bates College), statistics of, 762, 772. Cockburn, Hon. John A., Adelaide, South Aus¬ tralia, extract from letter of, 8 (foot note). Cochrand, Dr. D. H., mentioned, 668. Co-education of the sexes in Switzerland, 1027. Cogswell, Francis, city superintendent, Cam¬ bridge, Mass., quoted, 222. mentioned, 233. Cohoes, N. Y., statistics of evening schools in, 226. common school statistics of, 250, 265, 284, 305, 326. comparative statistics of common schools of, 352, 371. Colby University, information relating to, 651. statistics of, 684, 702. Colchester, Vt., statement rolating to statistics of, 336. Cbldwater, Mich., common school statistics of, 246, 263, 280, 301, 323. large enrolment in, 337. comparative statistics of common schools of, 34S, 369. Cole, Chavles W., city superintendent, Albany, N. Y., 234. Colegrove, A. D., city superintendent, Corry, Pa., 235. Coleman, William E., State superintendent of public schools of Missouri, 88. digest of report of, 117-119. quoted, 157. College for the Training of Teachers, New York, N. Y., establishment and aims of, 386-338. daily schedule of, 389, 390. statistics of, 472, 477. College for Young Ladies, Oswego, Kans., sta¬ tistics of, 604, 615. College government, system of, at University of Virginia, 38. College lands, in Texas, 675. See also School lands. College of Agriculture and Mechanic Arts (Uni¬ versity of Minnesota), statement relating to, 736. College of Agriculture, Mechanics. Mining. En¬ gineering. and Chemistry (University of California), statement relating to, 736. College of Arts (University of Wisconsin), state¬ ment relating to, 736. College of Charleston, establishment and income of, 44. statistics of, 692, 709. College of Emporia, Kans., statistics of, 682, 700. College of Law, Little Rock (Ark.) University, statistics of, 778, 781* College of Law, Willamette University, statis¬ tics of, 779, 782. College of Medicine of Syracuse (N. Y.) Univers¬ ity, statistics of, 790, 802. College of Medicine of the University of South¬ ern California, statistics of, 788, 800. College of Montana, statistics of, 686, 705. College of New Jersey, statistics of, 624, 688, 705. College of Notre Dame, San Jose, Cal., state¬ ment relating to, 622. College of Pharmacy of the City of New York, statistics of, 798, 804. College of Physicians and Surgeons, Baltimore, Md., statistics of, 790, 801. College of Physicians and Surgeons, Boston, Mass., statistics of, 790, 801. College of Physicians and Surgeons of Chicago, Ill., statistics of, 788, 801. College of Physicians and Surgeons, Keokuk, Iowa, statistics of, 788, 801. College of Physicians and Surgeons in the City of New York (Columbia College), statistics of, 790, SOL College of St. Augustine, Benicia, Cal., statistics of, 678, 696. College of St. Francis Xavier, New York, N. Y., statement relating to, 713. College of the Bible, Lexington, Ky., statistics of, 762, 770. College of the Christian Brothers, St. Louis, Mo., statistics of, 686, 704. College of the City of New York, statistics of, 6SS, 706. College of the Holy Cross, Worcester, Mass., sta¬ tistics of, 684, 703. College of the Immaculate Conception, New Or¬ leans, La., statistics of, 684, 702. College of the Sacred Heart, Vineland, N. J., statistics of, 688, 705. College of the Sacred Heart and Theological Seminary, Vineland, N. J., statistics of, 764, 772. College of the Sisters of Bethany, Topeka, Kans. , statistics of, 604, 615. College of William and Mary, reorganization of, 454. College Point, N. Y., statement relating to sta¬ tistics of, 335. College presidents, association of, in Illinois, 645. See also Presidents. I INDEX. 1135 College students, percentage classification of, 094. distribution of, by States, 713. College Temple, Newnan, Ga., statistics of, 604, 615. Colleges, great needs of, 36. relations of the States to, 51. study of pedagogics in, in New York, 133. should provide for training of teaoliers, in North Carolina, 135. increasing importance of, in North Carolina, 136. proportion of teachers educated in, 401. training of teachers in, in Dakota, 415. relation of, to common schools, 434. number of students in preparatory depart¬ ments of, 494. statistics of pupils of secondary schools who have entered, 496-501. classification of, by attendance, 632. number of students to each professor in, 632. comparative statistics of attendance in, 750- 755. attendance in, in British India, 1030. See also Universities and Higher education. Colleges for colored students, statistics of, 992. list of, 998. Colleges for men, preferred by female students, 5S8. Colleges for women, remarks relating to, 583. statistics of, 585, 587, 594, 604-621. remarks relating to statistics of, 5S6, 596. constant growth of, 587. detailed information relating to, 587-593, 596- 603. memoranda relating to, 622. See also Colleges. Colleges of agriculture. See Land-grant col¬ leges. Colleges of arts and science, in universities, sta¬ tistics of, 624, 627. Colleges of liberal arts, remarks relating to sta¬ tistics of, 622. statistics of, 628-631, 678-712. See also Colleges. Collier, C. H., city superintendent, Memphis, Tenn.,236. Collins, J. H., city superintendent, Springfield, Ill., 232. Collins, O. AY., city superintendent, Framing¬ ham, Mass., quoted, 218. mentioned, 233. Collinsville, Ill., statement relating to statistics of, 335. Colorado, common school statistics of, 62, 64, 66, 68, 69, 71, 73, 74, 76, 77, 79, 80, 81, 83, 84, 85, 87. statement relating to school report of, 96. names of city superintendents in, 231. common school statistics of cities of, 238, 258, 272, 293, 315. comparative statistics of city common schools of, 340, 360, 363, 377. training of teachers in, 413. statistics of secondary schools in, 483, 484, 485, 490, 495, 497, 499, 501, 50S, 518, 525, 536, 545, 568. taxation for University of, 623. statistics of colleges of liberal arts in, 628, 630, 634 , 678, 696. college of liberal arts in, 638. distribution of college students of, 714, 720. residence of students in colleges of, 716-720. statistics of land-grant colleges in, 722, 724, 726, 727, 731, 734. statistics of schools of science in, 744, 745, 747. comparative statistics of college attendance in, 752. statistics of schools of theology in, 759, 760, 761, 770. statistics of schools of medicine, of dentistry, and of pharmacy in, 784, 788, 800, 806. statistics of degrees conferred in, 808. statistics of kindergartens in, 819, S23. statistics of schools for the deaf in, 915, 948, 950, 955, 95S, 960. statistics of schools for the blind in, 917, 964, 966, 968, 970, 971. statistics of reform schools in, 920, 980, 982, 984, 986. statistics of business colleges in, 929, 930. Colorado— Continued. education of colored people in, 994. educflfiionnl periodical in, 1006. lack of teachers’ reading circles in, 1051. digest of State school report of, 1093. Colorado, Tex., statement relating to statistics of. 336. Colorado College, statistics of, 678, 697. Colorado Institution for the Education of the Mute and the Blind, methods of instruc¬ tion in, 945. Colorado Springs, Colo., statement relating to statistics of, 335. Colored people, schools for, in Florida, 48. too poor to buy text-books, in Louisiana, 112. want colored teachers in Louisiana, 113. slow growth of schools for, in North Caro¬ lina, 135. schools lor, supported by white people, in North Carolina, 136. duty of the Government to, 167. objections to education of, 169. education of, favored in Louisiana, 424. education of, 988. in schools for special classes, statistics of, 994. increased appropriations for schools for, in Maryland, 1105. See also Race question. Colored teachers, provision for training, in North Carolina, 135. new normal school needed for, in Louisiana, 425. Columbia, Mo., common school statistics of, 247, 264, 281, 303, 324. comparative statistics of common schools of, 349, 370. Columbia, Pa., common school statistics of, 253 268, 287, 809, 330. comparative statistics of common schools of, 35d, 3/4. Columbia, S. C., common school statistics of, 255, 269, 289, 311, 331. comparative statistics of common schools of, 357, 375. Columbia, Tenn., statement relating to statis¬ tics of, 336. Columbia (Tenn.) Atheneeum, statistics of, 612, 619. Columbia College, New York City, statistics of, 624, 688, 706. information relating to, 664. professional training in, 756. Columbia College Law School, statistics of, 779, 782. Columbia (S. C.) Female College, statistics of, 610, 619. Columbian Law School, statistics of, 778, 781. Columbian University, statistics of, 624, 678, 697. information relating to, 641. Columbus, Ga., common school statistics of, 239, 259, 273, 295, 316. comparative statistics of common schools of, 341. 364. teachers’ meetings in, 418. Columbus, Ind., common school statistics of, 241, 260, 275, 296, 317. comparative statistics of common schools of, 343. 365. Columbus, Miss., statement relating to statistics of, 335. Columbus, Ohio, common school statistics of, 252, 267. 2S6, 307, 328. comnarative statistics of common schools of, 354, 372. official opinion of manual training in, 859. Columbus (Ohio) Medical College, statistics of, 792, 802. Combined method of instructing deaf mutes, number of schools using, 944. statistics of use of, 955-957. Comings, William P., city superintendent, Nor* walk, Ohio, 235. Commercial colleges, statistics of, 927-940. See also Business instruction. Commercial course, statistics of students in, in city high schools, 314-334. in private normal schools, statistics of, 473- 475. 1136 INDEX. Commercial studies, school of, in France, 1020. Commissioner of Agriculture, mentioned, 193. Commissioner of Education, executive state¬ ment of, L to approve rules for Alaskan schools, 10, 11. salary of, 12 (foot-note), 13 (do), educational statement of, 18-00. mentioned, 184, 185, 1047, 1087. See also Dawson, N. H. R. Common schools, remarks relating to, 18, 19. statistics of, by States, 61-88. condition of, in Georgia, 106. necessity for, 169. See also Public schools. Community system, abolishment of, desired in Texas, 146. See also District system. Comparative statistics, value of, 337. Compton, H. W., citv superintendent, Toledo, Ohio, 235. Compulsory education, legal age for, in the sev¬ eral States, 63, 64. a dead letter in Dakota, 98. not desired in Delaware, 101. defective laws relating to, in Idaho, 109. no benefit from laws for, in Idaho, 110. changes needed in law for, in Minnesota, 117. new law relating to, in Nebraska, 123. a dead letter in New Jersey, 128. law relating to, inoperative in New Mexico, 129. need of better laws for, in New York, 131. effects of, in Rhode Island, 141. law for, not enforced in Vermont, 151. enforcement of law for, desired in Vermont, 152. sentiment in favor of, 154. necessity for, 160. rules for, in Alaska, 188. operation of regulations for, 192. number of truants increased by, 219. favored by Michigan superintendents, 430. for Indians, 1001. in Switzerland, 1026. inoperative in Illinois, 1098. law for, desired in Indiana, 1101. defective law relating to, in Maine, 1104. impracticability of, in Virginia, 1111. Concerts in school of music of Wellesley Col¬ lege, 593. Concord, Mass., common school statistics of, 244, 262, 278, 299, 321. comparative statistics of common schools of, 346, 367. Concord, N. H., statistics of evening schools in, 226. common school statistics of, 249, 265, 283, 304, 325. comparative statistics of common schools of, 351, 370. introduction of manual training in. 867. statistics of manual training in, 875, 877-879. manual training in, 882. Concord College, statement relating to, 713. Concordia College, Fort Wayne, Ind., statistics of, 680. 699, 762, 770. Concordia College (Seminary), St. Louis, Mo., statistics of, 764, 772. Concordia Seminary, Springfield, Ill., statistics of, 762, 770. Conductors of teachers’ institutes, expenses for, in Wisconsin, 457. Congregation de Notre Dame, Waterbury, Conn., statement relating to, 622. Congressional Library, Washington, D. C., men¬ tioned, 57. Connecticut, need of educational history of, 55. common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. increased private school enrolment in, 65. statement relating to school report of, 96. township system favored in, 157. statistics of evening schools in cities of, 224. names of city superintendents in, 231. common school statistics of cities of, 238, 258, 272, 293, 315. comparative statistics of city common schools In, 340, 360, 363, 377. normal element in teaching corps of, 400. statistics of normal schools in, 403, 405, 459, 465. Connecticut — Continued. f statistics of kindergarten training schools in, 408, 479. training of teachers in, 414. statistic* of secondary schools in, 483, 484, 4S5, 436, 490, 494, 496, 498, 500, 508, 518, 526, 536, 545, 569. statistics of colleges- for women in, 585, 60-1, 614. statistics of colleges of liberal arts in, 628, 630, 634, 678, 696. colleges of liberal arts in, 63S. distribution of college students of, 714, 716. residence of college students in, 716-720. statistics of land-grant colleges in, 722, 724, 731, 734. interest from national land grant in, 738. statistics of schools of science in, 744, 745, 747. comparative statistics of college attendance in, 751, 754. previous training of theological students in, 756. statistics of schools of theology in, 759, 760, 761, 770. statistics of law schools in, 777, 778, 781. statistics of schools of medicine, of dentistry, and of pharmacy in, 784, 788, 800. statistics of degrees conferred in, 808. statistics of kindergartens in, 817, 818, 819, 823. statistics of schools for the deaf in, 915, 947, 950, 955, 958, 960. statistics of schools for the feeble-minded in, 919, 973, 975-977. statistics of reform schools in, 920, 980, 982, 984, 986. statistics of business colleges in, 928, 930. statistics of nurses’ training school in, 941, 942. education of colored people in, 994. educational periodical in, 1006. teachers’ reading circles in, 1051. digest of school report of, 1095. Connecticut Normal and Training School, hon¬ orable record of. 414. statistics of, 459, 465. Connecticut State Normal School, service of graduates of, 401. Connecticut State Reform School, notes relating to, 978. Connell, William, city superintendent, Fall River, Mass., quoted, 209. mentioned, 233. Connellsville, Pa., statement relating to statis¬ tics of, 336. Conshohocken, Pa., common school statistics of, 253, 268, 287, 309, 330. comparative statistics of common schools of, 3o5, 374. Construction work, necessarily included in manual training, 35. relation of, to kindergartens, 819. share of, in manual training, 841. statistics of, in city schools, 875, 877. adaptability of, to school rooms, 876. See also Manual training. Contagious diseases, attendance affected by, in Rhode Island, 141. Contract schools, in Alaska, 185. for Indians, statistics of, 1002. Contracts with teachers, need of law relating to, in Dakota, 99. memorandum to be given to each teacher, in New York, 133. Contributions to American Educational History, effects of, 1115. Controlling bodies of manual training schools, 896, 897. of schools for the deaf. 950-954. of schools for the blind, 966. of institutions for the feeble-minded, 9. Lectures, in school of musieof Wellesley College, 593. for Nashville (Tenn.) College for Young La¬ dies, 602. scheme of, in Massachusetts Agricultural College, 740. Legacies. See Benefactions. Legar6, Hugh S., mentioned, 43. Legislation. training of teachers in, 431. Introduction of manual training in, 866. Minneapolis, Minn. — Continued. statistics of manual training in, 875, 877, 878. manual training in, 882. Minneapolis (Minn.) College of Physicians and Surgeons, statistics of, 790, 801. Minneapolis (Minn.) Teachers’ Training Class, statistics of, 461, 467. Minnesota, density of school population in, 27. common school statistics of, 62, 63, 66, 67, 69, 70, 72, 74, 76, 77, 79, 80, 81, 82, 84, 85, 87. increased enrolment in, 64. digest of school report of, 116. statistics of evening schools in cities of, 225. names of city superintendents in, 234. common school statistics of cities of, 247, 263, 281, 302, 323. comparative statistics of city common schools in, 349, 360, 369, 377. State normal schools in, 382. service of normal graduates in, 399. experience of teachers in, 400. normal element in teaching corps of, 400. statistics of kindergarten training schools in, 40S, 479. training of teachers in, 430. statistics of normal schools in, 403, 405, 461, 467. statistics of secondary schools in, 484, 485, 486, 490, 495, 497, 499, 501, 511, 520, 529, 538, 554, 574. statistics of colleges for women in, 585, 606, 617. statistics of colleges of liberal arts in, 628, 630, 634, 684,686,702. colleges of liberal arts in, 659. distribution of college students of, 714, 719. residence of students in colleges of, 716-720. comparative statistics of college attendance in, 752. statistics of schools of theology in, 759, 760, 764, 772. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 786, 787, 790, 796, 798, 801, 805, 806. statistics of degrees conferred in, S10. statistics of kindergartens in, 817. 818, 819,823. statistics of schools for the deaf in, 915, 948, 951, 956, 958, 960, statistics of schools for the blind in, $17, 965, 967, 968, 970, 971. statistics of schools for the feeble-minded in, 919, 973, 975-977. statistics of reform schools in, 920, 9S0, 982, 9S4, 986. statistics of business colleges in,92S, 934. statistics of nurses’ training school in, 941, 912. education of colored people in, 994. educational periodical in, 1006. failure of reading circle in, 1067. Minnesota College of Pharmacy, statistics of, 798, 804. Minnesota Hospital College, statistics of, 790, 801. statistics of dental department of, 796, S04. Minor, John B., mentioned, 38. Minor Normal School, Washington, D. C., sta¬ tistics of, 459, 465. Minor population, in the North and in the South, statistics of, 23, 24. statistics of wealth per capita of, in the North and the South, 24-26. See also Population. Mission House, Franklin, Wis., statistics of, 769, 775. Missionary Institute, Selins Grove, Pa., statistics of, 767, 775. Mississippi, proportion of minors in total popu¬ lation of, 24. per capita amount of taxable property in, 25, common school statistics of, 62, 63, 66, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. statement relating to report of, 117. names of city superintendents in, 234. common school statistics of cities of, 247, 264, 281, 303, 323. comparative statistics of city common schools in, 349, 360, 369, 377. receipts of, from Peabody Fund, 398. statistics of normal schools in, 403, 405, 406, 461, 467, 472, 477. INDEX 1169 Mississippi — Contin ued . training of teachers in, 432. statistics of secondary schools in, 483. 481, 4S5, 486, 490, 495, 497, 499, 501, 512. 520, 529, 53S, 554, 574. statistics of colleges for women in, 585, 60S, 617. statistics of colleges of liberal arts in, 628, 630, - 634,686,702. colleges of liberal arts in, 660. distribution of college students of, 714, 718. residence of students in colleges of, 716-720. statistics of land-grant colleges in, 722, 724, 726, 727, 732, 731. comparative statistics of college attendance in, 752, 754. 755. statistics of law schools in, 777, 778, 781. statistics of degrees conferred in, 810. statistics of schools for the deaf in, 915, 947, 951, 956, 958, 960. statistics of schools for the blind in, 917, 964, 967, 968, 970, 971. statistics of industrial schools in, 922. statistics of business colleges in, 928, 934. education of colored people in, 9SS, 989, 991, 992, 993, 994, 997, 993. educational periodical in, 1006. reading circle in, 1068. condition of education in, 1108. Mississippi College, statistics of, G8G, 703. Mississippi State Normal School, organization of, 432. Missouri, common school statistics of, 62, 63, 65, 67, 69, 70, 72,74, 76, 77,79, 80, 81, 82, 84, 85, 87. digest of school report of, 117-119. township districts favored in, 157. statistics of evening schools in cities of, 225. names of city superintendents in, 234. common school statistics of cities of, 247, 264, 281, 303, 324. comparative statistics of city common schools in, 349, 360, 369, 377. statistics of normal schools in, 403, 405, 40S, 461, 467, 472, 4< /. tuition fee in public normal schools of, 404. statistics of kindergarten training schools in, 408, 479. training of teachers in, 433. statistics of secondary schools in, 483, 484, 485, 4S6, 490, 495, 497, 499, 501, 512, 520, 521, 530, 539, 555, 575. statistics of colleges for women in, 5S5, 60S, 617. taxation desired for University of, 623. statistics of colleges of liberal arts in, 628, 630, 634, 6S6, 704. colleges of libera] arts in, 651. distribution of college students of, 714, 719. residence of students in colleges of, 716-720. statistics of schools of science in, 744, 745, 747. comparative statistics of college attendance in, 752, 754. statistics of schools of theology in, 759, 760, 764, 772. statistics of law schools in. 777, 778, 782. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 786, 787, 790, 792, 794. 796, 798, 801, SOS, 804, 805, 806. statistics of degrees conferred in, S10. statistics of kindergartens in. 817, 818, 819,823. statistics of schools for the deaf in, 915, 948, 951,952,956,959,961. statistics of schools for the blind in, 917, 965, 967, 968, 970, 971. statistics of reform schools in, 920, 980,982, 984, 986. statistics of business colleges in, 923, 934. statistics of nurses’ training school in, 941, 942. education of colored people in, 988, 989, 991, 994, 997. educational periodicals in, 1006. lack of reading circles in, 1038. Missouri Agricultural and Mechanical College, statement relating to, 736. Missouri Dental College, statistics of, 796, 804. Missouri Institution for the Education of the Deaf and Dumb, new building for, 944. Missouri Medical College, statistics of, 790,801. 74 ED I Missouri State Normal school (first district), sta¬ tistics of, 461, 467. Missouri State Normal School (second district), statistics of, 461, 467. Missouri State Normal School (third district), statistics of, 46L. 467. Missouri School of Mines and Metallurgy (Uni¬ versity of Missouri), statistics of, 724, 726, 732, 734. Mitchell, Carleton, city superintendent, Tusca¬ loosa. Ala., 231. Mitchell, I. N., city superintendent, Fond du Lac, Wis.,236. Mitchell, R. M., city superintendent, Dayton, Ky.. 233. j Mitchell University, Dak., statistics of normal department of, 415. Moberly, Mo., common school statistics of, 247, 264, 281,303,324. comr>arative statistics of common schools of, 349*, 370, Mobile, Ala., common school statistics of, 237, 253, 271, 292, 314. number of pupils per teacher in, 33S. comparative statistics of common schools of, 339, 363. Model schools. See Practice schools. Modelling, instruction in, in the several cities, 880. instruction in, in French elementary schools, 903. ' See also Manual training. I Models for Slojd instruction, 849. Modern languages. See Languages and Foreign languages. ! Mohonk Conference, platform of, 1001. j Moline, Ill. , common school statistics of, 240, 260, 274. 295. 317. comparative statistics of common schools of, 342, 365. course in hand-craft in, 842. ofneial opinion of manual training in, 862. statistics of manual training in, 875, 877, 87S. manual training in, 8S1. Monlux, J. B., city superintendent, Hastings, Nebr.,234. i Monmouth, ill., common school statistics* of, 240. 260. 274. 295. 317. comparative statistics of common schools of, 342, Sod. Monmouth (HI.) College, statistics of, 630, 699. Monongahela, Pa., common school statistics of, 254, 26S. 2S8, 310, 330. comparative statistics of common schools of, 356, 374. Monongahela College, Jefferson, Pa., statement relating to, 713. Monroe, TYill S., city superintendent, Nanticoke, Pa.. 235. Monroe, Mich., common school statistics of, 246, 2G3, 2S0, 302, 323. comparative statistics of common schools of, 34S, 369. Monroe, Wis., common school statistics of, 257, 270,291,313,333. large enrolment in, 337. comparative statistics of common schools of, 359, 376. Monroe Female College, Forsyth, Ga., statistics of, 604, 614. ! Monson.Mass., statistics of evening schools in, 225. common school statistics of, 245, 262, 279, 301 , 321. comparative statistics of common schools of, 347, 36S. Mont Clair, N. J.. common school statistics of 249,265, 283,305,325. comnarative statistics of common schools of, 351, 371. extension of manual training in, 867. statistics of manual training in, 875, S77, 878. manual training in, 8S3. Montague, Mass., common school statistics of, 2-i5, 262, 27S, 301, 321. comparative statistics of common schools of, 347, 368. ! Montan?., common school statistics of. 62, 64, 66, 67, 69, 70, 72, 74, 76, 77, 79, SO. 81. 83, 84, 85, 87. j digest of school reports of, 119-121. 1170 INDEX. Montana — Continued. names of city superintendents in, 231. . common school statistics of cities of, 248, 264, 282,303,324. comparative statistics of citycommon schools in, 350, 360, 370, 377. training of teachers in, 434. statistics of secondary schools in, 490, 497, 499, 501. statistics of colleges of liberal arts in, 628, 630, 634, 686, 704. distribution of college students of, 714, 720. residence of students in colleges of, 716-720. comparative statistics of college attendance in, 752; statistics of business colleges in, 929. Monteith, Rev. John, mentioned, 1045. Montfort, R. V. K., city superintendent, New- burg, N. Y., 235. Montgomery, Ala., common school statistics of 237, 258, 271, 292, 314. comparative statistics of common schools of, 339, 363. Montgomery Female College, Christiansburg, Va., statistics of, 612, 620. Moody, Silas W., superintendent of public in¬ struction of Idaho, digest of report of, 107- 109. quoted, 1 69. Moore, E. G., principal of school, Atlanta, Ga., quoted, 200. Moore, H. T., city superintendent, Vicksburg, Miss., 234. Moore, John, city superintendent, Crookston, Minn., 234. Moore, Joseph K., city superintendent, Consho- hocken, Pa., 235. Moore’s Hill (Ind.) College, statistics of. 630, 699. Moorhead, Minn., new normal school in, 430. Mooty, A. P., city superintendent, Columbus, Ga., 232. Moral instruction, should be given in schools. 167. great need of, 437. more important than formal instruction, 451. at McDonogh (Md.) Institute, 502. ^n Lake Erie Female Seminary, 601. in French elementary schools, 903. in trade schools, 924. importance of, 1099. Moral science, examination of kindergarten teachers in, 407. Moran, John P., clerk of board of education, White Plains, N.Y., 235. Moravian Seminary for Young Ladies, Bethle¬ hem, Pa., statistics of, 610, 619. Moravian Theological Seminary, Bethlehem, Pa., statistics of, 767, 775. Moravians, schools conducted by, in Alaska, 183, 185. Morey, Jesse T., city superintendent, Kearney, Nebr., 234. Morgan, Benjamin S., State superintendent of free schools of West Virginia, 88. mentioned, 115. digest of report of, 153-155. quoted, 158, 165, 16S, 172, 1074. Morgan, J. H., superintendent of public instruc¬ tion of Washington, 88. Moriarty, D. P., city superintendent, Oconto, Wis., 236. Mormon Church, trouble caused by leaders of, in Idaho, 108. Mormon schools, extensive efforts at establish¬ ment of, in Utah, 150. Mormons, statistics of, required in Utah, 149. Morrill, Hon. Justin S., mentioned, 740. Morris, F. G., chairman school committee, East- liampton, Mass., 233. Morris, John E., city superintendent, Green¬ ville, Pa., 235. Morrison, William S., city superintendent, Greenville. S. C., 236. Morristown, N. J., common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. Morristown, Tenn., school system in, 145. Morristown (Tenn.) Seminary and Normal In¬ stitute, statistics of, 462, 469. Morrisville (Mo.) College, statistics of, 686, 704. Morrow, John, city superintendent, Alleghenv, Pa., 235. Morss, C. H., city superintendent, Portsmouth, N. H., quoted, 180, 215, 216. mentioned, 234. Moseley, William, city superintendent, Texar¬ kana, Ark., 231. Moses, Edward P., city superintendent, Raleigh, N. C., 235. Motive power of shops in manual training schools, 900. Mount Auburn Young Ladies’ Institute, statis¬ tics of, 610, 619. Mount Carroll (Ill.) Seminary, statistics of, 604, 615. Mount Clemens, Mich., statement relating to statistics of, 335. Mount Holly, N. J., common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. Mount Holyoke College, statistics of, 606, 616. Mount Holyoke Seminary, information relating to, 598. Mount Pleasant, Iowa, common school statistics of, 242, 261, 276, 297, 319. comparative statistics of common schools of, 344, 366. Mount St. Mary's College, Emmiteburg, Md., sta¬ tistics of, 684, 703. Mount St. Mar y’s Ecclesiastical Seminary, sta¬ tistics of, 764, 772. Mount Sterling, Ky., statement relating to sta¬ tistics of, 335. Mount Sterling (Ky.) Female College, statistics of, 606, 615. Mount Union (Ohio) College, statistics of, 690, 707. Mount Vernon, Ind., common school statistics of, 241, 260, 275, 296, 318. comparative statistics of common schools of, 343, 365. Mount Vernon, N.Y., common school statistics of, 251, 266, 284, 306, 327. comparative statistics of common schools of, 353, 372. Mount Vernon, Ohio, common school statistics of, 252, 267, 286, 308, 329. comparative statistics of common schools of, 354, 373. 3Iuhlenberg College, information relating to, 671. statistics of, 690, 708. Muncie, Ind., common school statistics of, 241, 260, 275, 296, 31S. comparative statistics of common schools of, 343, 365. Municipal aid, statistics of, to secondary schools, 519-524, 536-542, 568-582. to colleges of liberal arts, 630, 696-712. to land-grant colleges, 722, 734. to schools of science, 744, 747, 748. to schools of medicine, etc., 784-787, 800-S06. to law schools, 777, 781, 782. See also City appropriations. Murfreesborough, Tenn., statement relating to statistics of, 336. Murphy sborough, Ill., statement relating to sta¬ tistics of, 335. Murray, Dr. J. S., mentioned, 674. Murray, Robert, Jr., city superintendent, Cum¬ berland, R.I., 236. Murray (Ky.) Male and Female Institute and West Kentucky Normal School, statistics of, 682, 701. Muscatine, Iowa, statistics of evening schools in, 224. common school statistics of, 242, 261, 276, 297, 319. comparative statistics of common schools of, 344, 366. Museum of the Bureau of Education, accessions to, 3. Music, introduced in Pembroke (N. H.) schools, ISO. examination of kindergarten teachers in, 407. discussion relating to, 445. value of, as an educational factor, 457. INDEX. 1171 Music— Continued. school of, of Smith College, 591. school of, of Wellesley College, 592. school of, of Vassar College, 593. instruction In, in Oberlin College, 670. G71. elementary course in, in New York City, 853. instruction in, in schools for the blind, 916. statistics of instruction in, in schools for the blind, 917, 964, 970. in instit utions for the feeble-minded, 973, 974, 976, 977. in reform schools, 980, 984, 986. See also Singing. Muskegon, Mich., statement relating to statis¬ tics of, 335. Muskingum College, New Concord, Ohio, sta¬ tistics of, 690, 707. IV. Nanticoke, Pa., common school statistics of, 254, 268, 288, 310, S30. comparative statistics of common schools of, 356, 374. Nantucket, Mass., common school statistics of, 245, 262, 279, 301, 321. comparative statistics of common schools of, 347, 368. Napa City, Cal., statement relating to statistics of, 335. Napa College, information relating to, 638. statistics of, 678, 697. Nash, L. P., city superintendent, Hingham, Mass., quoted, 206. mentioned, 233. Nashotah House, Nashotah, Wis., statistics of, 769, 775. Nashua, N. H., departmental instruction in, 197, statistics of evening schools in, 226. common school statistics of, 249, 265, 283, 304, 325. comparative statistics of common schools of, 351, 370. Nashville, Tenn., statement relating to statistics of, 336. Nashville (Tenn.) College for Young Ladies,' in¬ formation relating to, 602. statistics of, 612, 619. Natchez, Miss., common school statistics of, 247, 264, 2S1, 303, 323. comparative statistics of common schools of, 349, 369. Natick, Mass., statement relating to statistics of 335. National aid to ed ucation , may be invoked under certain conditions, 33. history of, 56. discussion relating to, 167. favored in Kentucky, 424. favored in Louisiana, 424. origin of policy of, 1042. See also Blair bill. National Centenary School Exposition, partici¬ pation of Wisconsin schools in, 156. National College of Pharmacy, Washington, D. C., statistics of, 796, 804. National Deaf-Mute College, information relat¬ ing to, 643. . statistics of, 678, 697. admission of women to, 946. National Educational Association, resolutions respecting Bureau of Education passed by, 15. resolutions passed by Department of Super¬ intendence of, 59. proceedings of normal department of, 395- 397. National German-American Teachers’ Semi¬ nary, Milwaukee, Wis., statistics of, 474, 478. National Institute, Madisonville, Ky., statistics of, 472, 477. National land-grant colleges. See Land-grant colleges. National Medical College (Columbian Univer¬ sity), statistics of. 788, 800. National Museum, Washington, D. C., men¬ tioned, 57. National Normal College, plan for establishment of, 592. National University, Law Department, Wash¬ ington, D. C., statistics ot, 778, 781. Natural history, study of, in Imperial Technical School, 886. instruction in, in French elementary schools, 903. Natural sciences, examination of kindergarten teachers in, 407. relative valuo of study of, 443. Naugatuck, Conn., common school statistics of, 23S, 258, 272, 293, 315. comparative statistics of common schools of, 341. 363. Nautical instruction, in New York City, 926. Navajo Indians, education of, 130. Navy, instruction in colleges by officers of, 721. Nazareth Academy, Victoria, Tex., statistics of, 612, 620. Nebraska, common school statistics of, 62, 63, 66, 67, 69, 70, 72, 74, 76, 77, 79, 80, 81, 83, 84, 85, 87. increased enrolment in, 64. digest of school report of, 121-123. statistics of evening schools in cities of, 226. names of city superintendents in, 234. common school statistics of cities of, 248, 264, 282, 303, 324. comparative statistics of city common schools in, 350, 360, 370, 377. statistics of normal schools in, 403, 405, 406, 461, 467, 472, 477. teachers’ associations in, 434. statistics of secondary schools in, 483, 485, 490, 495, 497, 499, 501, 512, 521, 556, 575. statistics of colleges of liberal arts in, 628, 630, 634, 686, 704. colleges of liberal arts in, 661. distribution of college students of, 714, 719. residence of students in colleges of, 716-720. comparative statistics of college attendance in, 752. statistics of schools of theology in, 759, 760, 764, 772. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 790, 801. statistics of degrees conferred in, 812. statistics of kindergartens in, 818, 819, 823. statistics of schools for the deaf in, 915, 948, 952, 956, 959, 961. statistics of schools for the blind in, 917, 965, 977, 968, 970, 971. statistics of schools for the feeble-minded in, 919, 973, 975-977. statistics of reform schools in, 920, 980, 982, 984, 986. statistics of business colleges in, 928, 934. education of colored people in, 994. educational periodicals in, 1006. neglect of reading circles in, 1068. Nebraska Central College of the Nebraska Wes¬ leyan University, information relating to, 661. statistics of, 686, 705. Nebraska City,Nebr., statement relating to sta¬ tistics of, 335. Nebraska College, statement relating to, 713. Nebraska Institute for the Deaf and Dumb, auricular instruction in, 944. Nebraska Institution for Feeble-minded Youth, improvements in, 972. Nebraska State Normal School, statistics of, 461, 467. Nebraska Wesleyan University, information re¬ lating to, 661. Necrology of notable educators, 1075. Needham, Mass., common school statistics of, 245, 262, 279, 301, 321. comparative statistics of common schools of, 347, 368. Neely, B., city superintendent, Rome, Ga., 232. Neely. E. B., city superintendent, St. Joseph, Mo., 234. Neenah, Wis., common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359, 376. teachers’ institute in, 456. Negaunee, Mich., common school statistics of, 246, 263, 280, 302, 323. 1172 INDEX, Negaunee, Mich. — Continued. comparative statistics of common schools of, 319, 369. Negroes. See Colored people. Nelsonville, Ohio, common school statistics of, 252, 267, 28G, 308, 329. comparative statistics of common schools of, 354, 373. Netherlands, educational periodical in, 1010. statistics of elementary education in, 1014, 1016, 1018. Nevada, common school statistics of, 62, 64, 66, 68, 69. 71, 73,74, 76, 77,79, 80, 81, 83, 84. 85, 87. digest of school report of, 123-125. names of city superintendents in, 234. common school statistics of cities of, 248, 264, 282, 304, 325. comparative statistics of city common schools in, 350, 360, 370, 377. teachers’ institute in, 434. statistics of secondary schools in, 490, 495, 497, 499, 501, 512, 521. statistics of colleges for women in, 585, 608, 617. taxation for university of, 623. statistics of colleges of liberal arts in, 628, 630, 634, 686, 704. comparative statistics of college attendance in, 752. statistics of kindergartens in, 823. statistics of business instruction in, 929. Nevada, Cal., statement relating to statistics of, 335. Nevada, Mo., common school statistics of, 247, 264, 281, 303, 324. comparative statistics of common schools of, 349, 370. Nevada State University, provision for training teachers in, 123. Arbor Day ceremonies at, 124. New Albany, Ind., common school statistics of, 241, 260, 275, 296, 318. comparative statistics of common schools of, 343, 365. New Brunswick, N. J., common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. New Bedford, Mass., statistics of evening schools in, 225. common school statistics of, 245, 262, 279, 301, 321. comparative statistics of common schools of, 347, 368. cost of tuition in, 362. New Berne, N. C., common school statistics of, 251, 266, 285, 307; 328. comparative statistics of common schools of, 353, 372. New Brighton, N. Y., statement relating to sta¬ tistics of, 335. New Brighton, Pa., statistics of evening schools in, 226. common school statistics of, 254, 26S, 288, 310, 330. comparative statistics of common schools of, 356, 374. official opinion of manual training in, 871. statistics of manual training in, 875, 877, 878. manual training in, 8S5. New Britain, Conn., statistics of evening schools in, 224. common school statistics of, 238, 258, 272, 293, 315. comparative statistics of common schools of, 341, 363. New Brunswick, statistics of elementary edu¬ cation in, 1014, 1016, 1018. New Brunswick, N. J., evening school at¬ tendance in, 223. statistics of evening schools in, 226. New Castle, Del., common school statistics of, 239, 259, 273, 294, 316. comparative statistics of common schools of, 341, 364. New Castle, Pa., new school-house in, 139. statistics of evening schools in, 226. common school statistics of, 254, 268, 288, 310, 330. New Castle, Ps*. — Continued. comparative statistics of common schools of, 356, 374. New Church Theological School, Waltham, Mass., statistics of, 764, 772. New England, fame and literature of colleges of, 54. higher educational life in, 55. New Hampshire, common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. digest of school report of, 125. operation of township system in, 158. statistics of evening schools in cities of, 220. names of city superintendents in, 234. - common school statistics of cities of, 249, 265, 283, 304, 325. compai-ative statistics of city common schools in, 351,361,370,377. change in normal schools in, 382. experience of teachers in, 400. normal element in teaching corps of, 400. statistics of normal schools in, 403, 405, 461, 467. training of teachers in, 435. statistics of secondary schools in, 4S3, 483, 486, 490, 494, 496, 49S, 500, 513, 521, 530, 539, 556, 575, 576. statistics of colleges for women, 585, 608, 617. statistics of colleges of liberal arts in, 628, 630, 634, 686, 704. college of liberal arts in, 662. distribution of college students of, 714, 716. residence of college students in, 716-720. statistics of land-grant colleges in, 722, 724, 726, 727, 732, 731. statistics of reform schools in, 920, 9S0, 9S2, 984, 986. statistics of schools ot science in, 744, 745, 747. comparative statistics of college attendance in, 751, 754. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 790, 801. statistics of degrees conferred in, 812. statistics of kindergartens in, 817, 818, 819. statistics of business colleges in, 928, 934. ' education of colored people in, 994. educational periodical in, 1006. New Hampshire College of Agriculture and the Mechanic Arts, statistics of, 724, 726, 727, 732, 734. effect of Hatch bill upon, 728. New Hampshire Conference Seminary and Fe¬ male College, statistics of, 608, 617. New Hampshire State Normal School, statistics of, 461, 467. New Haven, Conn., statistics of evening schools in, 224. common school statistics of, 238, 258, 273, 293, 315. comparative statistics of common schools of, 341, 363. training of teachers in, 414. lessons in manual arts in, 846. official opinion of manual training in, 860. statistics of manual training in, 875, 877, 878. manual training in, 880. nurses’ training school in, 940. New Jersey, need of educational history of, 55. common school statistics of, 62. 63, 65, 67, 60, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. increased private school enrolment in, 65. digest of school report of, 126-129. free text-books in, 176. statistics of evening schools in cities of, 226. names of city superintendents in, 234. common school statistics of cities of, 249, 265, 283, 305, 325. comparative statistics of citveommon schools in, 351, 361, 370, 377. experience of teachers in, 381. service of normal graduates in schools of, 399. experience of teachers in, 400. beginners in teaching corps of, 401. statistics of normal schools in, 403, 405, 461. 467. training of teachers in, 436. INDEX, 1173 New Jersey — Continued. - statistics of secondary schools in, 483, 4$4, 4S5, 486, 490, 494, 4%, 498, 500, 513, 521,530, 539, 557, 576. statistics of colleges for women in, 585, 608, 618. statistics of colleges of liberal arts in, 628, 630, 634, 688, 704. colleges of liberal arts in, 662. distribution cf college students of, 714, 716. residence of college students in, 716-720. statistics of land-grant colleges in, 722, 724, 726, 727, 732, 734. statistics of schools of science in, 744, 745, 747. comparative statistics of college attendance in, 751, 754. previous training of professional students in, 756. statistics of schools of theology in, 759, 760, 764, 772. statistics of degrees conferred in, S12. statistics of kindergartens in, 817, 818, 819, S23. statistics of schools for the deaf in, 915, 947, 952, 957, 959, 961. statistics of schools for the feeble-minded in, 919, 973, 975-977. statistics of reform schools in, 920, 880, 982, 984, 986. statistics of business colleges in, 928, 935. statistics of nurses’ training schools in, 941, 942. education of colored people in, 994. educational periodical in, 1006. digest of school report of, 1108. New Jersey Council of Education, report of com-, mittee on manual training of, 34. New Jersey Home for the Education and Care of Feeble-Minded Children, establishment of, 972. New Jersey State Normal School, statistics of, 461, 467. New Jersey State Reform School, notes relating to, 978. New London, Conn., common school statistics of, 238, 258, 273, 293, 315. no private schools in, 337. comparative statistics of common schools of, 341, 363. New Market Polytechnic Institute, statistics of, 746, 748. New Metlakalitla, Alaska, settlement of, 9. New Mexico, common school statistics of, 62, 64, 66, 68, 69, 71, 73, 74, 76, 77, 79, SO, 81, 83, 84, 85, 87. . extract from report of Governor of, 129. statistics of secondary schools in, 484, 485, 490, 495, 497, 499, 501, 531, 539, 557, 576. statistics of colleges of liberal arts in, 628, 630, 634, 688, 704. comparative statistics of college attendance in, 752. , statistics of kindergartens in, 819, 823. statistics of schools for the deaf in, 915, 948, 952, 956, 959, 961. statistics of business colleges in, 929. educational periodical in, 1006. New Mexico School for the Deaf and Dumb, notes relating to, 946. New Milford, Conn., common school statistics of, 239, 258, 273, 293, 315. number of pupils per teacher in, 338. comparative statistics of common schools of, 341, 363. New Orleans, La., new law relating to schools of, 114. substitute teachers in, 196. methods of promotion in, 202. appearance of children in schools of, 211. common school statistics of, 243, 261, 277, 298, 319. comparative statistics of common schools of, 345, 367. cost of tuition in, 362. New Orleans (La.) Normal School, statistics of, 460, 465. New Orleans (La.) University, statistics of, 684, 702. New Rochelle, N.Y., common school statistics of, 251, 266, 285, 306, 327. New Rochelle, N. Y. — Continued- comparative statistics of common schools of, 353, 372. New South Wales, statistics of elementary edu¬ cation in, 1014, 1016, 1018. New Windsor (Md.) College and Windsor Fe¬ male College, statistics of, 684, 703. New York, free collegiate education in, 36. need of educational history of, 55. common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. increased in-ivate school enrolment in, 65. digest of school report of, 130-135. statistics of evening schools in cities of, 226. names of city superintendents in, 234. common school statistics of cities of, 249, 265, 283, 305, 326. comparative statistics of city common schools in, 351, 361, 371, 377. State normal schools in, 382. introduction of manual training in normal schools of, 393. normal element in teaching corps of, 400. statistics of normal schools in, 403, 405, 461, 467, 468, 472, 477. statistics of kindergarten training schools in, 408, 479, 480. % training of teachers in, 437-441. statistics of secondarv schools in, 483, 484, 485, 486, 490, 494, 496, 498, 500, 513, 514, 521, 522, 531, 532, 539, 540, 557, 558, 576, 577, 578. statistics of colleges for women in, 585, 587, 594, 60S, 610, 618. charters for colleges for women in, 585. statistics of colleges of liberal arts in, 628, * 630, 634, 688, 704, 706. colleges of liberal arts in, 663. distribution of college students of, 714, 716. residence of college students in, 716-720. statistics of schools of science in, 744, 746, 747. statistics of land-grant colleges in, 722, 724, 727, 732, 734. comparative statistics of college attendance in, 751, 7c«4. statistics of schools of theology in, 759, 760, 764, 766, 772. statistics of law schools in, 777, 778, 782. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 786, 787, 790, 792, 794, 796, 798, 801, 802, 803, 804, 805, 806. statistics of degrees conferred in, 812. statistics of kindergartens in, 817, 818, 819, 823. legislation relating to manual training in, 860. statistics of schools for the deaf in, 915, 947, 952, 957, 959, 961. statistics of schools for the blind in, 917, 964, 967, 968, 970, 971. statistics of schools for the feeble-minded in, 919, 973, 975-977. statistics of reform schools in, 920, 980, 982, 984, 986. statistics of industrial schools in, 922. statistics of busineSs colleges in, 928, 936. statistics of nurses’ training schools in, 941, 942. education of colored people in, 994. educational periodicals in, 1006, 1008. library work in, 1038. reading circles in, 1069. New York, N. Y., free text-books in, 176. substitute teachers in, 196. methods of promotion in, 204. statistics of evening schools in, 228. common school statistics of, 251, 266, 285, 306, 327. comparative statistics of common schools of, 353, 372. construction work in, 326. association of teachers in, 380. report on manual training by committee of board of education of, 828. relation of kindergartens to manual training discussed in, 840. first instruction in cooking in, 851. manual training course of study for, 853. introduction of manual training in, 859. official opinion of manual training in, 869. statistics of manual training in, 875, 877, 878. 1174 INDEX. New York, N. Y. — Confirmed, manual training in, 884. nurses’ training schools in, 940. New York (N. Y.) College of Dentistry, statistics of, 796, 804. New York College of Veterinary Surgeons, sta¬ tistics of, 798, 806. New York (N.Y.) Female Normal College, sta¬ tistics of, 461, 4G8. New York Homoeopathic Medical College, sta¬ tistics of, 794, 802. New York Industrial Education Association, views and work of, 873. New York Institution for the Deaf and Dumb, auricular instruction in, 945. instruction in, 946. New York Juvenile Asylum, notes relating to, 978. New York (N.Y.) Medical College and Hospital for Women, statistics of, 794, 802. New York point system of instructing the blind. See Point system. New York (N.Y.) Polyclinic, statistics of, 794, 894. New York (N.Y.) Post-Graduate Medical School and Hospital, statistics of, 794, 804. New York State ReformatoiY, notes relating to, 978. New York Trade Schools, information relating to, 926. New Zealand, educational periodicals in, I00S. statistics of elementary education in, 1014, 1016, 1018. Newark, N. J., free text-books in, 176. methods of promotion in, 203. summer schools in, 214. statistics of evening schools in, 226. common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. early kindergarten training in, 817. official opinion of manual training in, 867. Newark, Ohio, common school statistics of, 252, 267, 286, 308, 329. comoarative statistics of common schools of, 354, 373. Newark (N. J.) Public Normal School, statistics of, 461, 467. Newark (N. J.) Technical School, statistics of, 745, 747. Newberry (S. C.) College, statistics of, 692, 709. Newburg, N. Y., common school statistics of, 231, 266, 285, 306, 327. comparative statistics of common schools of, 353, 372. manual training in, 869, 884. statistics of manual training in, 875 , 877, 878. Newburg (N. Y.) Theological Seminary, state¬ ment relating to, 776. Newburyport, Mass. , statistics of evening schools in, 225. common school statistics of, 245, 262, 279, 301, 321. # comparative statistics of common schools of, 347, 368. Newcomb, Prof. Simon, mentioned, 652. Newell, M. A., State superintendent of public in¬ struction of Maryland, 88. quoted, 158, 176. mentioned, 426. digest of report of, 1104. Newlin, J. W., city superintendent, Millville, N. J., 234. Newport, Ky., good primary teachers in, 210. common school statistics of, 243, 261, 277, 298, 319. comparative statistics of common schools of, 345, 366. Newport, R. I., departmental instruction in, 197. irregular attendance in, 217. discipline in schools of, 218. statistics of evening schools in, 227. common school statistics of, 255, 268, 289, 311, 331. comparative statistics of common schools of, 357, 375. training of teachers in, 450. official opinion of manual training in, 871. Newspapers, possibility of educational work through, 425. educational affairs should be discussed in, 452. Newton, Kans., common school statistics of, 242, 261, 277, 297, 319. comparative statistics of common schools of, 345, 366. Newton, Mass., statistics of evening schools in, 225. common school statistics of, 245, 262, 279, 301, 321. comparative statistics of common schools of, 347, 368. Newton (Mass.) Theological Institution, statistics of, 764, 772. Newtown, Conn., statement relating to statistics of, 335. Niagara Falls, N. Y., statement relating to sta¬ tistics of, 335. Niagara University, statistics of, 688, 706. Nicaragua, statistics of elementary education in, 1014, 1016, 1018. Nickerson, Asa H., city superintendent, Central Falls, R.I.,236. Niles, C. F., city superintendent, Monroe, Wis., 236. Niles, Mich., common school statistics of, 246, 263, 281. 302, 323. comparative statistics of common schools of, 349, 369. Nitrauer, J. T., city superintendent, Lebanon, Pa., 235. Non-attendance, undesirable prevalence of, in California, 94. means of overcoming, 102. prevalence of, in Connecticut, 1096. extent of, in Maine, 1103. See also Truanoy and Compulsory education. Non-resident professors, in schools of theology, statistics of, 759, 761-769. in schools of law, statistics of, 777-780. 8ee also Professors. Non-resident pupils, charges for tuition of, in public normal schools, 464-471. in private normal schools, 476, 478. Non-residents, property of, liable to taxation, in Utah, 150. Norfolk, Va., statistics of evening schools in, 227. common school statistics of, 257, 269, 290, 313, 333. comparative statistics of common schools of, 359, 376. Norfolk ( Va.) College for Young Ladies, statistics of, 612, 620. Normal and Scientific Institute, Bloomfield, Iowa, statistics of, 472, 477. Normal Class Chicago (Ill.) Free Kindergarten Association, statistics of, 479. Normal classes in private schools in Dakota, 415. Normal course, students in, in colleges for the colored race, 992. Normal Department of Knoxville (Tenn.) Col¬ lege, statistics of, 462, 469. Normal Department of the Girls’ High School, San Francisco, Cal., aims of, 410. statistics of, 459, 464. Normal Department of the Ohio University, sta¬ tistics of, 461, 468. Normal Department of Tougaloo (Miss.) Univer¬ sity, statistics of, 461, 467. Normal graduate course, in University of Wis¬ consin, 677. Normal institutes. See Teachers’ institutes. Normal Kindergarten Training School, Phila¬ delphia, Pa., statistics of, 4S0. Normal schools, good influence of, in Florida, 48. great need of, in Delaware, 101. should be established in North Carolina. 136- remarks relating to, 379. character of instruction in, 381. characteristics of, 396. defective statistics of, 398. service of graduates of, 399-401. proportion of teachers educated in. 401. kindergarten instruction in, 408. condition of, in the several States. 408-453. specific purpose of, 458. for colored people, statistics of, 991. colored pupils in, 994. INDEX. 1175 Normal schools — Continued. for the colored race, list of, 997. in foreign countries, statistics of, 1016. system of, in France, 1019. in Switzerland, 1027. See also Public normal schools and Private normal schools and Training of teachers. Normal Training Class, Rochester, N. Y., statis¬ tics of, 480. Normal Training School, Philadelphia, Pa., sta¬ tistics of, 480. Norris, Elmer E., city superintendent, Pierce City, Mo., 234. Norris, J. O., chairman school committee, Mel¬ rose, Mass., 233. Norristown, Pa., common school statistics of, 251, 268, 288, 310, 330. comparative statistics of common schools of, 356, 374. North Adams, Mass., causes of irregular attend¬ ance in, 217. good effect of truant school in, 220. statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 321. comparative statistics of common schools of, 347, 368. North Brookfield, Mass., common school statis¬ tics of, 245, 263, 279, 301, 321. comparative statistics of common schools of, 347, 368. North Brookfield (Mass.) High School, prepara¬ tion for college in, 482. North Carolina, history of higher education in, 39. monograph on education in, 40. common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, SO, 81, 82, 84, 85, 86. digest of school report of, 135-137. names of city superintendents in, 235. common school statistics of cities of, 251, 266, 285, 307, 328. comparative statistics of city common schools in, 353, 361, 372, 377. receipts of, from Peabody fund, 397, 398. statistics of normal schools in, 403, 405, 406, 461, 468, 472, 477. training of teachers in, 441. statistics of secondary schools in, 483, 484, 485, 486, 490, 494, 496, 498, 500, 514, 522, 533, 540, 541, 559, 560, 578. statistics of colleges for women in, 585, 610, 618. statistics of colleges of liberal arts in, 628, 630, 634, 6S8, 706. colleges of liberal arts in, 667. distribution of college students of, 714, 717. residence of students in colleges of, 716-720. comparative statistics of college attendance in, 751, 754, 755. , statistics of schools of theology in, 759, 760, 766, 772, 774. statistics of law schools in, 777, 778, 782. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 790, 802. statistics of degrees conferred in, 812. statistics of kindergartens in, 818, 819, 823. statistics of schools for the deaf in, 915, 947, 953, 957, 959, 961. statistics of schools for the blind in, 917, 964, 967, 968, 970, 971. statistics of business colleges in, 928. education of colored people in, 988, 989-994, 997, 998. educational periodicals in, 1008. reading circle in, 1069. monograph on higher education in, 1116. North Carolina College, statistics of, 688, 706. North Carolina State University, should provide for training of teachers, 135. North Georgia Agricultural College, statistics of, 726,727,731,734. effect of Hatch bill upon, 728. classical course in, 737. Northampton, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 321. comparative statistics of common schools of, 347,368. Northbridge, Mass., common school statistics of, 245, 263, 279, 301,321. large enrolment in, 337. comparative statistics of common schools of, 347, 368. Northern Illinois College, statistics of, 680, 698. Northern Illinois Normal School, stat istics of, 472, 476. Northern Indiana Normal School, statistics of, 472, 476. Northern Iowa Normal School, statistics of, 472, 476. Northrop, Dr. Cyrus, mentioned, 659. North-West Side Training Class, Milwaukee, Wis., statistics of, 480. North-West Territory, monographs on education in, 49. higher education in, 1039. North-Western College, Naperville, Ill., statistics of. 680, 699. North-Western College of Dental Surgery, Chi¬ cago, Ill., statistics of, 794,804. North-Western Medical College of St. Joseph, Mo., statistics of, 790, 801. North-Western Normal, Geneseo, Ill., statistics of, 472,476. North-Western Normal and Collegiate Institute, Wauseon, Ohio, statistics of, 472, 477. North-Western Ohio Medical College, statistics of, 792, 802. North-Western University, Evanston, HI., in¬ formation relating to, 645. statistics of, 680, 698. North-Western University, Watertown, Wis., statistics of, 694, 712. North-Western Veterinary College, statistics of, 798, 806. Norwalk, Conn., defective methods of heating in, 215. Norwalk, Ohio, common school statistics of, 253, 267, 286, 308, 329. comparative statistics of common schools of, 3d4, 373, Norwegian and Danish Theological School, sta¬ tistics of, 762, 770. Norwegian Augustana Seminary, Beloit, Iowa, statistics of, 762, 770. Norwegian Luther College, statistics of, 682, 699. Norwich, Conn., common school statistics of, 239, 258, 273, 293, 315. comparative statistics of common schools of, 341, 363. cost of tuition in, 362. Norwich, N. Y., statement relating to statistics of, 335. Norwich University, statistics of, 746, 748. Noss, W. T., city superintendent, Sharpsburg, Pa,, 236. Nova Scotia, statistics of elementary education in, 1014, 1016, 1018. Noyes, J. L., mentioned, 915. Nurses’ training schools, remarks relating to, 940. statistics of, 941-943. Nyack, N. Y., statement relating to statistics of, 335. O. Oakland, Cal., statistics of evening schools in, 224. common school statistics of, 237, 258, 271, 293, 314. comparative statistics of common schools of, 340, 363. manual training in, 880. Oberlin (Ohio) College, improved facilities of, 670. statistics of, 690, 707. Oberlv, Hon. John H., quoted, 999, 1000. Obituary list of notable educators, 1075. Obligatory attendance. See Compulsory educa¬ tion. Observation, attention to, in normal schools, 396. Observatory work, statistics of students en¬ gaged in, in land-grant colleges, 726. Occupations, gainful, statistics of persons em¬ ployed in, in the North and the South, 29- 31. 1176 INDEX, Occupations— Continued. of graduates of Erie (Pa.) High School, 870. of parent- of manual training pupils, 906. of graduates of manual training schools, 907. of inmates of institutions for the feeble¬ minded, 919. Oconto, Wis., common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359, 376. cost of tuition in, 362. Officers of the Army and Navy, military instruc¬ tion in colleges by, 721. Ogden, Utah, common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 358, 375. Ogden College, Bowling Green, Ky., informa¬ tion relating to, 649. statistics of, 682, 701. Ogdensburg, N. Y., common school statistics of, 251, 266, 285, 306, 327. comparative statistics of common schools of, 353, 372. Ogg, Robert A., city superintendent, Green- castle, Ind., 232. Ogontz (Pa.) School for Young Ladies, statistics of, 610, 619. Ohio, mention of history of education in, 39. preparation of monograph on education in, 49. common school statistics of, 62, 63, 66, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 87. statement relating to report of, 137. use of public school property in, 171. statistics of evening schools in cities of, 226. names of city superintendents in, 235. common school statistics of cities of, 251, 266, 285, 307, 328. comparative statistics of city common schools in, 353, 361, 372, 377. sex of normal school instructors in, 402. statistics of normal schools in, 403 , 405, 406, 461, 468, 469, 472, 477. statistics of kindergarten training schools in, 408, 480. training of teachers in, 441-144. statistics of secondary schools in, 483, 484, 485, 4S6, 490, 495, 497, 499, 501, 515, 522, 533, 541, 561, 579. statistics of colleges for women in, 585, 610, 619. taxation desired for University of, 623. statistics of colleges of liberal arts in, 628, 630, 634, 688, 690, 706. colleges of liberal arts in, 668. distribution of college students of, 714, 719. residence of students in colleges of, 716-720. statistics of schools of science in, 744, 746, 747, 748. comparative statistics of college attendance in, 752, 754. statistics of schools of theology in, 759, 760, 766, 774. statistics of law schools in, 777, 778, 782. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 786, 787, 790, 792, 794, 796, 798, 802, 803, 805. statistics of degrees conferred in, 812. statistics of kindergartens in, 817, 818, 819, 823. statistics of schools for the deaf in, 915, 948, 953, 957, 959, 961. statistics of schools for the blind in, 917, 965, 967, 968, 970, 971. statistics of schools for the feeble-minded in, 919, 973, 975-977. statistics of reform schools in, 920, 980, 982, 984, 986. statistics of industrial schools in, 922. statistics of business colleges in, 928, 936, 938. education of colored people in, 994. educational periodicals in, 1008. number of colleges in, 1041. causes of establishment of colleges in, 1043. teachers’ reading circles in, 1069. digest of school report of, 1110. Ohio College of Dental Surgery, statistics of, 796, 804. Ohio Institution for the Education of the Blind, notes relating to, 963. Ohio State University, State taxation desired for, 623. statistics of, 627, 690, 707. information relating to, 669. effect of Hatch bill upon, 728. statement relating to, 736. Ohio University, statistics of, 6S8, 707. organization of, 1042. Ohio Wesleyan University, improved facilities of, 670. statistics of, 690, 707. Oil City, Pa., common school statistics of, 254, 268, 288, 310, 330. comparative statistics of common schools of, 356, 374. Oldham, Ralph E., city superintendent, Jeffer¬ son City, Mo., 234. Olean, N. Y., common school statistics of, 251, 266, 285, 306, 327. comparative statistics of common schools of, 353, 372. Olivet (Mich.) College, addition to facilities of, 659. statistics of, 684, 703. Olney, Prof. Edward, mentioned, 659. Olney, Ill., causes of irregular attendance in, 217. common school statistics of, 240, 260, 274, 295, 317. comparative statistics of common schools of, 343, 365. Olyphant, Pa., statistics of evening schools in, 226. common school statistics of, 254, 268, 288, 310, 331. comparative statistics of common schools of, 356, 374. Omaha, Nebr., statistics of evening schools in, , 226. common school statistics of, 248, 264, 282, 304, 325. comparative statistics of common schools of, 350, 370. Omaha (Nebr.) Medical College, statistics of, 790, SOI. Oneida, N. Y., statement relating to statistics of, 335. Ontario, statistics of elementary education in, 1014, 1016, 1018. Opinions of manual training, 860-873. Opposition to public schools, causes of, 169. Optional courses in Cornell University, require¬ ments for admission to, 664. See also Elective studies. Oral method of instructing deaf-mutes, number of schools using, 944. Oral School for the Deaf, Cincinnati, Ohio, changed management of, 944. Orange, N. J., statistics of evening schools in, 226. common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. official opinion of manual training in, 867. Orders, law relating to, in New York, 134. Ordnance, may be loaned to colleges by the Gen¬ eral Government, 721. Ordway, Prof. John M., mentioned, 827. Oregon, common school statistics of, 62, 64, 66, 6S, 69, 71, 73, 74, 76, 77, 79, 80, 81, 83, 84, 85, 87. digest of school report of, 137-139. names of city superintendents in, 235. common school statistics of cities of, 253, 267, 2S7, 309, 329. comparative statistics of city common schools in, 355, 361, 373, 377. statistics of normal schools in, 403, 405, 462, 469. statistics of kindergarten training schools in, 408, 480. training of teachers in, 444. statistics of secondary schools in, 484, 4S5, 4S6, 490, 495, 497, 499, 501, 541, 561, 579. statistics of colleges for women in, 585, 610, 619. statistics of colleges of liberal arts in, 628, 630, 634, 690, 708. distribution of college students of, 714, 720. residence of students in colleges of, 716-720. INDEX. 1177 Oregon — Continued. comparative statistics of college attendance in, 752. statistics of law schools.in, 777, 778,782. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 792, 802. statistics of degrees conferred in, 812. statistics of kindergartens in, 819, 823. statistics of schools for the deaf in, 915, 948, 953, 957, 959, 961. statistics of schools for the blind in, 917, 964, 966, 96S, 970, 971. statistics of business instruction in, 929, 938. reading circles in, 1071. Oregon Kindergarten Training School, statis¬ tics of, 480. Oregon Institute for the Blind, industrial train¬ ing in, 963. Oregon State Agricultural College, statement relating to, 721. effect of Hatch bill upon, 729. Organization, dangers from too much, 122. attention to, in Illinois teachers’ institutes, 385. of schools for the deaf, 950-954. of schools for the blind, 966. of institutions for the feeble-minded, 975, 976. of reform schools, 982. of the Bureau of Education, 1114. See also Administration. Oriental languages, instruction in, in Johns Hop¬ kins University, 653. Orlando, Fla., statement relating to statistics of, 335. Orr, Edgar, quoted, 1052. Orr, Gustavus J., tribute to, 106. Or tel, Otto, superintending principal, Wee- hawken, N. J., 234. Osborn, J. M.,eity superintendent, Lively, Ala., 231. Oshkosh, Wis., departmental instruction in, 197. statistics of evening schools in, 227. common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359, 376. teachers’ meetings in, 457. Oskaloosa, Iowa, half-day sessions in, 201. common school statistics of, 242, 261, 276, 297, 319. large enrolment in, 337. comparative statistics of common schools of, 344, 366. cost of tuition in, 362. statistics of manual training in, 875, 877, 878. manual training in, 881. Oskaloosa (Iowa) College, statistics of, 682, 700. Oswego, N. Y., common school statistics of, 251, 266, 285, 306, 327. comparative statistics of common schools of, 353, 372. ! Oswego, (N. Y.) Normal Kindergarten, statistics of, 480. [ Ottawa, Ill., common school statistics of, 240, 260, 275, 295, 317. comparative statistics of common schools of, 343, 365. I Ottawa, Kans. , common school statistics of, 243, 261, 277, 298, 319. comparative statistics of common schools of, 345, 366. i Ottawa (Kans.) University, new building for, 649. statistics of, 682, 701. Otterbein University, statistics of, 690, 707. Ottumwa, Iowa, common school statistics of, 242, 261, 276, 297, 319. large enrolment in, 337. comparative statistics of common schools of, 344, 366. Ottumwa (Iowa) Normal School, statistics of, 472, 477. I Out-houses, need of law relating to, in Dakota, general overhauling of, in New York, 133. legal requirement concerning, in New York, 133. recommendation relating to, in Oregon, 139. See also Water-closets. Owego, N. Y., comm*.,! hciiooI statistics of, 251, 266, 2S5, 307, 327. comparative statistics of common schools of, 353, 372. Owensborough, Ky., common school statistics of, 243, 261, 277, 298, 319. comparative statistics of common schools of, 345, o66. Owosso, Mich., statement relating to statistics of, 335. Overcrowding, prevalence and dangers of, in New Jersey, 128. folly of, 163. Oxford (Ohio) Female College, statistics of, 610, 619. Oxford (N. Cf) Female Seminary, statistics of, 610,618. P. Pacific Kindergarten, San Francisco, Cal., sta¬ tistics of, 479. Pacific Methodist College, statistics of, 678, 697. Pacific Theological Seminary, statistics of, 761, 770. Pacific University and Tualatin Academy, sta¬ tistics of, 690, 708. Packer Collegiate Institute, statistics of, 608, 618. Padelford, A. J. , city superintendent, Calais, Me., 233. Paducah, Ky., common school statistics of, 243, 261,277,298,319. comparative statistics of common schools of, 345, 367. Page, R. S., city superintendent, Irontcn, Ohio, 235. Paine Institute, Augusta, Ga., statistics of, 472, 476. Painesville. Ohio, common school statistics of, 253, 267,286, 308, 329. comparative statistics of common schools of, 354, 373. Painting, school of, of Yassar College, 593. See also Art. Palatka, Fla., common school statistics of, 239, 259, 273, 294, 316. comparative statistics of common schools of, 341, 364. Palestine, Tex., common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 358, 375. Palmer, Edwin F., State superintendent of pub¬ lic instruction of Vermont, 88. Palmer, Solomon, State superintendent of edu¬ cation of Alabama, 88. digest of report of, 89-92. mentioned, 115. quoted, 158, 167, 380, 409. Palmer, Mass., statement relating to statistics of, 3So. Paper folding, course in, in Moline, Ill., 843. See also Manual training. Papers on educational subjects, 1031. Pardee, Sheldon J., city superintendent, Long Island City, N. Y., 235. Pardee Scientific Department of Lafayette Col¬ lege, statement relating to, 749. Parents must not regulate school policy, 179. Paris, France, industrial instruction in, 856. apprentice schools in, 888. socialistic aspect of industrial training in, 911. Paris, Ill., common school statistics of, 240, 260, 375,295, 317. comparative statistics of common schools of, 343, 365. Paris, Ky., common school statistics of, 243, 261, 277, 293, 319. comparative statistics of common schools of, 34o, 367. Paris, Tex., common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 358, 3/o. Parish superintendents, legal provision for ex¬ penses of, in Louisiana, 113. may be removed, in Louisiana, 113. See also County superintendents. 1178 INDEX, Park Place Collegiate Institute, Baltimore, Md., statement relating to, 622. Parker, Henry 1M., city superintendent, Elyria, Ohio, 235. Parkersburg, W. Va., common school statistics of, 257, 269, 291, 313, 333. comparative statistics of common schools of, 359, 376. Parkersburg (W. Va.) Female Seminary, sta¬ tistics of, 612, 621. Parochial schools, definition of, HI. number of, in Alaska, 183. statistics of, in cities, 237-257. See also Church schools and Private schools. Parr, S. S., mentioned, 1059. Parse, J. W., secretary of school board, Pine Bluff, Ark., 231. Parsons, Samuel H., mentioned, 50. Parsons, Kans., common school statistics of, 243, 261, 277, 298, 319. comparative statistics of common schools of, 345, 366. Parsons College, statistics of, 682, 700. Passaic, N. J., statistics of evening schools in, 226. common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. Paterson, N. J., half-day sessions in, 200. transfer of pupils in, 219. statistics of evening schools in, 226. common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. training of teachers in, 436. kindergarten work in, 822. results of manual training in, 868. statistics of manual training in, 875, 877, 878. manual training in, 883. Paterson (N. J.) Normal Training Class, statis¬ tics of, 461, 467. Patriotism, fostered by American schools, 18. See also Citizenship. Patterson, Calvin, city superintendent, Brook¬ lyn, N. Y„ quoted, 210. Patterson, James W., State superintendent of public instruction of New Hampshire, 88. mentioned, 115. digest of report of, 125. quoted, 158, 163, 177. Patton, Dr. Francis Landly, mentioned, G62. Pawtucket, R. I., statistics of evening schools in, 227. common school statistics of, 255, 26S, 289, 311, 331. comparative statistics of common schools of, 357, 375. training of teachers in, 450. kindergartens desired in, 823. official opinion of manual training in, 871. Payne, William H., president of Peabody Nor¬ mal College, quoted, 391. mentioned, 659. Peabody, Mrs. Elizabeth, quoted, 816. mentioned, 820. Peabody, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 321. comparative statistics of common schools of, 347, 368. Peabody fund, aid from, to education in Flor¬ ida, 47. , distribution of income from, 397, 398. aid to North Carolina teachers’ institutes from, 441. teachers’ institutes aided by, in Tennessee, 452. Peabody Normal College, remarks relating to, 390. receipts of, from Peabody fund, 398. North Carolina scholarships in, 441. statistics of, 463, 469. Peace Institute, Raleigh, N. C., statistics of, 610, 619. • . Pearse, I. G., city superintendent, Beatrice, Nebr., 234. Peck, E. J., city superintendent, Owcgo, N. Y., 235. Pedagogy, instruction in, in colleges, 133, 381, 412. chairs of, in universities, 448. instruction in, in University of South Caro¬ lina, 674. in University of Wisconsin, 677. study of, by Illinois reading circle, 1053. study of, by Indiana reading circle, 1057. study of, by Rhode Island reading circle, 1071. works on, in library of Bureau of Education, 1116. See also Training of teachers. Peekskill, N.Y., statement relating to statistics of, 335. Pekin. Ill., statement relating to statistics of, 335. Penn College, statistics of, 682, 700. Penn Yan, N.Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. Pennsylvania, need of educational history of, 55. common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. digest of school report of, 139. township system satisfactory in, 158. free text-books authorized in, 176. statistics of evening schools in cities of, 226. names of city superintendents in, 235. common school statistics of cities of, 253, 267, 287, 309, 329. comparative statistics of city common schools in, 355, 361, 373, 377. State normal schools in, 382. experience of teachers in, 400. normal element in teaching corps of, 400. beginners in teaching corps of, 401. education of teachers in, 401. statistics of normal schools in, 403, 405,406, 462, 469. 472, 477. increase in receipts of normal schools of, 404. tuition fees in normal schools of, 404. statistics of kindergarten training schools in, 408, 480. training of teachers in, 446. statistics of secondary schools in, 483, 484, 485, 486, 488, 490, 494, 496, 498, 500, 515, 522, 523, 533, 534, 541, 562, 579, 580. statistics of colleges for women in, 585, 587, 594, 610, 619. statistics of colleges of liberal arts in, 628, 630, 634, 690, 692, 708. colleges of liberal arts in, 671. distribution of college students of, 714, 716. residence of college students in, 716-720. statistics of land-grant colleges in, 722, 724, 726, 727, 732, 734. statistics of schools of science in, 744, 746, 748. comparative statistics of college attendance in, 751, 754. statistics of schools of theology in, 759, 760, 766, 768, 774. statistics of law schools in, 777, 778, 782. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 786, 787, 792, 794, 796, 798, 802, 803, 804, 805, 806. statistics of degrees conferred in, 812. statistics of kindergartens in, 817, 818, 819, 823. investigation of manual training in, 859. statistics of schools for the deaf in, 915, 947, 953, 957, 959, 961. statistics of schools for the blind in, 917, 964, 967, 969, 970, 971. statistics of schools for the feeble-minded in, 919, 973, 975-977. statistics of reform schools in, 920, 980, 982, 984, 986. statistics of business colleges in, 928, 938. statistics of nurses’ training schools in, 941, 942. new accommodations for deaf mutes in, 944. new school for the blind in, 962. education of colored people in, 992, 994,997. educational periodicals iu, 1008. INDEX, 1179 Pennsylvania College, Gettysburg, Pa., dona¬ tions to, 672. statistics of, 690, 708, Pennsylvania College of Dental Surgery, sta¬ tistics of, 796, 80-1. Pennsylvania Female College, Collegeville,Pa., statement relating to, 622. Pennsylvania Institution for the Deaf and Dumb, new methods of instruction in, 946. Pennsylvania Institution for the Instruction of the Blind, notes relating to, 963. Pennsylvania Military Academy, information relating to, 672. statistics of, 690, 708. Pennsylvania State College, statistics of, 724, 726, 727, 732, 734. effect of Hatch bill upon, 729. course of agriculture in, 740. Pennsylvania State Normal School (second dis¬ trict), statistics of, 462, 469. Pennsylvania State Normal School (fifth dis¬ trict), statistics of, 462, 469. Pennsylvania State Normal School (thirteenth district), statistics of, 462, 469. Pensacola, Fla., common school statistics of, 239, 259, 273, 294, 316. comparative statistics of common schools of, 341, 364. Peoria, Ill., good primary teachers in, 210. statistics of evening schools in, 224. common school statistics of, 241, 260, 275, 295, 317. comparative statistics of common schools of, 343, 365. results of manual training in, 862. manual training in, 881. Percentages, value of, in attendance records, 164. Periodicals, educational, statistics of, 1005. Perkins, R. H., city superintendent, Chicopee, Mass., 233. Perkins Institution for the Blind, musical in¬ struction in, 913. Permanent expenditures, statistics of, in cities, 292-313. Permanent funds, statistics of school revenues from, by States, 78. statistics of revenue per capita from, by States, 80. statistics of percentage of school revenues from, by States, 81. statistics of, by States, 86. amount of, in Texas, 146. desired in Alaska, 183. establishment of, desired for Alaska, 193. of normal schools, remarks relating to sta¬ tistics of, 404. See also Productive funds and School funds. Perry, Robert J., city superintendent, Key West, Fla., 232. Perry, W. S., city superintendent, Ann Arbor, Mich., 233. Personal services, statistics ofpersonsrendering, in the North and the South, 29-31. Personnel of the Bureau of Education, 1117. Perth Amboy, N. J., statement relating to sta¬ tistics of, 335. Peru, Ill., common school statistics of, 241, 260, 275, 295, 317. comparative statistics of common schools of, 343, 365. results of manual training in, 863. statistics of manual training in, 875, 877, 878. manual training in, 881. Peru, Ind., common school statistics of, 241,260, 275, 297, 318. comparative statistics of common schools of, 343, 365. Petersburg, Va., common school statistics of, 257, 269, 290, 313, 333. comparative statistics of common schools of, 359, 376. Petigru, James Louis, mentioned, 43. Pettee, J. T.. city superintendent, Meriden, Conn., 231. Pharmaceutical College of Howard University, Washington, D. C., statistics of, 796, 804. Pharmaceutical Department of State University of Iowa, statistics of, 796, 804. Pharmacy, establishment of school of, in Cornell University, 664. Pharmacy— Continued. statistics of schools of, 786, 790, 798, 805. Philadelphia, Pa., cost of text-books in, 176. methods of promotion in, 205. physical training in high schools in, 212. statistics of evening schools in, 226. common school statistics of, 254, 268, 288,310, 331. comparative statistics of common schools of, 356, 374. examination of kindergarten teachers in, 408. training of teachers in, 446. occupations of graduates of high school of, 908. instruction in plumbing in, 926. Philadelphia (Pa.) College of Pharmacy, statis¬ tics of, 798, Sul. Philadelphia (Pa.) Dental Collego and Hospital of Oral Surgery, statistics of, 806. Philadelphia (Pa.) Manual Training School, ob¬ jects of training in, S91. statistics of, 893, 896, 898, 900, 904, 909. origin of, 894. Philadelphia (Pa.) Normal School for Girls, sta¬ tistics of, 402, 469. Philadelphia (Pa.) Polyclinic and College for Graduates in Medicine, statistics of, 794, 804. Philadelphia (Pa.) Seminary, statistics of, 610, 619. Philadelphia (Pa.) Theological Seminary of St. Charles Borromeo, statistics of, 767,775. Philadelphia (Pa.) Training School for Kinder¬ garteners, statistics of, 480. Philander Smith College, management of, 637. statistics of, 678, 696. Philbrick, John D., quoted, 850. Phillips, George W., city superintendent, Scran¬ ton, Pa., 236. Phillips, J. H., city superintendent, Birming¬ ham, Ala., 231. Phillips Exeter Academy, Exeter, N. H., re¬ marks relating to, 504. Phillipsburg, N. J., common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. Phillipsburg, Pa. , new school-house in, 139. Philomath (Ore.) College, statement relating to, 713. Philosophical apparatus. See Scientific appa¬ ratus. Philosophy, statistics of degrees conferred in, 808-815. Phoenixville, Pa., common school statistics of 254, 268, 288, 310, 331. comparative statistics of common schools of, 356, 374. Physical geography, place of, in graded school curricula, 457. Physical laboratories of Harvard Annex, 589. Physical science, instruction in, in Grant Memo¬ rial University, 674. time devoted to, in University of Wisconsin, 676. Physical training, remarks relating to, in Dis¬ trict of Columbia, 103. importance of, 178. discussion relating to, 211-213. introduction of, in normal schools, 393. in Connecticut Normal and Training School, 414. at McDonogh (Md.) Institute, 502. in William Penn Charter School, 505. provision for, in Colby University, 651. in Harvard University 655. in Amherst College, 656, 657. facilities for, in Lafayette College, 672. provision for, in Dickinson College, 672. statistics of, in business colleges, 930-939. in schools for the deaf, 955-957. in schools for the blind, 968. in institutions for the feeble-minded, 976. in reform schools, 984. importance of, appreciated in Massachusetts, 1108. See also Athletics and Gymnastics. Physics, relation of study of, to manual train¬ ing, 142. 1180 INDEX, Physics — Continued. statistics of pupils pursuing, in secondary schools, 482, 4S3, 434, 4S5, 490. statistics of time assigned to, in secondary schools, 436—139, 491-493, 505. new courses in, in Harvard University, G54. study of, in Imperial Technical School, 8S6. instruction in. in French elementary schools, 903. Physio-Medical College of Indiana, statistics of, 794,802. Physio-Medical Institute, Chicago, 111., statistics of, 794. 802. Pliysio-medical schools. See Medicine. Physiology, number of pupils studying, in Alaska, 190. attention to study of, at McDonogh (Md.) In¬ stitute, 502. See also Physiology and hygiene. Physiology and hygiene, generally studied in Dakota, 98. taught mainly as a science in Pennsylvania, 140. defects of law regarding, in Delaware, 101. teaching of, required in Utah. 149. law relating to, in West Virginia, 154. See also Temperance instruction and Physi¬ ology and hygiene. Pickett, Joseph Desha, State superintendent of public instruction of Kentucky, 88. Pierce, Rev. John D., mentioned, 1046. Pierce Christian College, information relating to, Plainfield, N. J., common school statistics of, 249, 205, 283, 305, 325. comparative statistics of common schools of, 351, 371. Plan of training, in manual training schools. 900. Plans for school-houses, appropriations desired for, in Dakota, 99. - See also School buildings. Plant and animal life, examination of kinder¬ garten teachers in, 407. Plant for manual training, cost of, 878. Plattsburg, N. Y., common school statistics of, 251, 206; 285, 307, 327. comparative statistics of common schools of, 353,372. Plattsmouth, Nebr., common school statistics of, 24S, 264, 282, 304, 325. comparative statistics of common schools of, 350, 370. Playfair, Sir Lyon, mentioned, 835, 836. Pleasant Hope (Mo.) Normal Academy, statistics of, 472, 477. Plumbing, instruction in, 926. Plummer Farm School, Salem, Mas3., notes re¬ lating to, 978. Plymouth, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 36S. Plymouth, Pa., statistics of evening schools in, statistics of, 678, 696. Pierce City, Mo., common school statistics of, 247, 204, 281, 303, 324. comparative statistics of common schools of, 3o9, 3 < 0. Pierre College, Dak., statistics of normal depart¬ ment of, 416. Pierre (Dak.) University, statistics of, 678, 697. Pierson, George, city superintendent, Lamberts- ville, N. J., 234. Pike, J., city superintendent, Jersey ville, Ill., 232. Pike County (Mo.) College, statistics of, 68S, 704. Pine Bluff. Ark., common school statistics of, . 237, 25S, 271, 292, 314. comparative statistics of common schools of, 339,363. Pinkerton, B. F., city superintendent, Tyrone, Pa., 236. Pio Nono College, statement relating to, 713. Piqua, Ohio, common school statistics of, 253, 267, 286, 308, 329. comparative statistics of common schools of, 355, 373. Pittsburg, Pa., methods of promotion in, 205. statistics of evening schools in, 22G. common school statistics of, 254, 268, 288, 310, 331. comparative statistics of common schools of, 356, 374. success of cooking schools in, 871. statistics of manual training in, 875, 877, 878. manual training in, 885. Pittsburg (Pa.) College of Pharmacy, statistics of, 793, 804. Pittsburg (Pa.) Female College, statistics of, 610, 619. Pittsfield, Mass., good effect of truant school in, 220. statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. Pittston, Pa., statistics of evening schools in, 226. common school statistics of, 254, 268, 288, 310, 331. comparative statistics of common schools of, 356, 374. Place, Frank, city superintendent, Cortland, N. Y., 234. Plainfield, Conn., common school statistics of, 239, 258, 273, 293, 315. comparative statistics of common schools of, 341, 364. common school statistics of, 254, 268, 288, 310, 331. comparative statistics of common schools of, 3o6, oil. , Point svstem of instructing the blind, advantages of, 962. statistics of use of, 968. Policemen, employment of, desired in Alaska, 192. Poland, Addison B., city superintendent, Jersey City, N.J., 234. Political economy, professorship of, in Cornell University, 664. study of, in manual training schools, 900. Political function of public schools, 142. Political science, course in, in Yale University, 639. increased work in, in Amherst College, 658. school of, in France, 1021. Poll-taxes, payment of, should be enforced in Louisiana, 112. Polygamy, respectful silence concerning, in schools of Utah, 149. I Polytechnic School of Washington University, equipment of, 661. statistics of, 745, 747. ; Polytechnic School, Paris, France, purpose of, 1020. ; Pomerov, Ohio, statement relating to statistics of,' 335. ; Pontiac, Mich., common school statistics of, 247, 263,281,302,323. large enrolment in, 337. comparative statistics of common schools of, 349, 369. 1 Poor children, novel method of providing books for, in Missouri, 119. Poor schools, causes of, 449. Poor school system, rise and decadence of, in Georgia, 4S. Population, proportion of minors in, in the North and the South, statistics of, 23, 24. character of, in the South. 29. method of computing statistics of, 61. statistics of, by States, 62. statistics of, ratio of enrolment to, by States, 65, 66. statistics of ratio of average daily attend¬ ance to, by States, 67, 68. statistics of school expenditures per capita of, by States. 84. statistics of value of taxable and school prop¬ erty per capita of, 86. remarks relating to, 228. statistics of, in cities, 237-257. statistics of ratio of college attendance to, I 750-755. INDEX. 1181 Population — Cont inued . ratio of colored population to, 990. of foreign countries, statistics of, 1014. ratio of enrolment to, in foreign countries, 1018. statistics of, of Colorado, 1093. of Connecticut, 1095. of Illinois, 1097. of Indiana, 1100. of Maine, 1102. of Massachusetts. 1106. of New Jersey, 1108. of Ohio. 1110. See also School population. Population 4-21, explanation of use of, 228. statistics of, in cities. 237-257. Population 6-14, statistics of, by States, 62. statistics of ratio of enrolment to, by States, 65, 66. statistics of ratio of average daily attend¬ ance to, by States, 67, 68. statistics of proportion of total attendance to, by States, 69. statistics of ratio of enrolment in all schools to, by States, 74. statistics of school revenues per capita of, by States, 80. statistics of school expenditures per capita of, by States, 84. statistics of value of property per capita of, 86. explanation of use of, 229. statistics of, in cities, 237-257. remarks relating to comparative statistics of, 337. comparative statistics of, in cities, 339-378. See also School population. Port Chester, N. Y.. common school statistics of, 251,266,285,307,327. comparative statistics of common schools of, 353,372. Port Gibson (Miss.) Female College, statistics of, 60S, 617. Port Huron, Mich., common school statistics of, 247,263,281,302,323. comparative statistics of common schools of, 349, 369. Port Jervis, N. Y., common school statistics of, '251, 266, 285, 307,327. comparative statistics of common school of, 353,372. Portage, Wis., common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359, 376. Portland, Conn., common school statistics of, 239, 258, 273, 293. 315. comparative statistics of common schools of, 341, 364. Portland, Me., common school statistics of, 243, 261, 277, 299, 320. comparative statistics of common schools of, i 345, 367. origin of training class in, 425. interest in manual training in, 863. Portland, Ore., common school statistics of, 253, ! 267, 287, 309, 329. comparative statistics of common schools of, \ 355, 373. kindergartens in, 823. Portland (Me.) School for Medical Instruction, statistics of, 788, 800. Portsmouth, N.H., physical training in, 212. defective methods of heating in, 215. common school statistics of, 249, 265, 2S3, 304 325. comparative statistics of common schools of, 351, 370. training of teachers in, 435. Portsmouth, Ohio, common school statistics of, 253, 267, 286, 308, 329. comparative statistics of common schools of, 355, 373. Portsmouth, Ya., statement relating to statistics of, 336. Post-Graduate Medical School of Chicago, HI., statistics of, 806. Potter. A. W., superintendent of third district, "Wilkes-Barre, Pa., 23G. Poltstown, Pa., common school statistics of, 254, 268,288, 310, 331. comparative statistics of common schools of, 356, 374. Pottsville, Pa., statement relating to statistics of, 336. Poughkeepsie, X. Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. Powderly, T. V., mentioned, 872. Powell, Win. B., superintendent of white schools of the District of Columbia, 88. quoted, 103, 164, 166. Powell, W. B., city superintendent, Washington, D. C.,232. Practical instruction, demand for, 912. Practical work, in land-grant colleges, remarks relating to statistics of, 725. statistics of students in, in land-grant col¬ leges, 726. Practice of law, admission of law school gradu¬ ates to, 778-780. Practice School, Portland, Me., statistics of, 460, 466, Practice schools, connection of, with normal schools 396. need of, in Paterson, N. J., 436. statistics of, in public normal schools, 459- 463. in private normal schools, 472-475. Practice teaching, attention to, in normal schools, 395. Prairie Yiew State Normal School, prosperous condition of, 453. statistics of, 463, 470. Pratt, Charles, quoted, 925. Pratt, D. P., city superintendent, Paris, Ky., 233. j Pratt, H. A., city superintendent, Gloversville, N.Y., 234. ! Pratt Institute, character and equipment of, 925. 1 Pre-journalistic /course in University of Wiscon¬ sin, 677. Pre-legal course in University of Wisconsin, 677. Pre-medical course of study in University of Wisconsin, 677. Prentice, W. R., city superintendent, Homells- ville, N. Y., 234. Prentiss, N. A., citv superintendent, Aurora, HI., 232. Preparation for college, work of secondary schools in, 482. Preparation of teachers, attention to, in Indiana institutes, 384. Preparatory department, decreasing necessity for, in University of -Minnesota, 660. of Marietta College, 670. of Vanderbilt University, discontinuation of, 674. Preparatory departments, of colleges, statistics of students in, 494. of colleges for women, statistics of, 5S5, 595, 604-613. in colleges of liberal arts, statistics of, 628, 678-695, 696-712. of land-grant colleges, statistics of, 722, 731- 733, 734. of schools of science, statistics of, 744-748. Preparatory School for Lehigh University, courses of study in. 504. Presbvterian Church, schools conducted bv, in Alaska, 183, 187. Presbyterian College of the South-West, statis¬ tics of, 678, 697. Presidents, of public normal schools, names of, 459-463. names of, of private normal schools, 472, 474. of colleges for women, 594, 604-613. association of, of colleges, in Hlinois. 646. names of, of colleges of liberal arts, 678-694. of land-grant colleges, 731, 732, of schools of science, 745, 746. of schools of theology, 761-769. of schools of medicine, etc., 788-799. j Preston. J. R., State superintendent of education of Mississippi, 88. extract from letter from, 1108. I Preston, William C., mentioned, 43. 1182 INDEX. Preston Park Theological Seminary, statement relating to, 776. Primary schools, experienced teachers should be employed for, in Oregon, 139. half-day sessions in, 199. discussion relating to, 209. age for admission to, 210. location of, 214. character of teaching in, 447. system of instruction in, in France, 1019. organization of, in Switzerland, 1026. Prince Edward Island, statistics of elementary education in, 1014, 1016, 1018. Princeton College, information relating to, 662. Principals, statistics of salaries of, in cities, 258- 270. duties of, 452. names of, of public normal schools, 459-463. of private normal schools, 472, 474. of kindergarten training schools, 479. association of, in New York, 506. names of, of secondary schools, 507-517, 525— 535, 543-567. of colleges for women, 604-613. of business colleges, 930-938. of schools for the deaf, 950-954. of schools for the blind, 966. of schools for the feeble-minded, 976. Printing, expenditure of Bureau’s fund for, 16. pupils studying, in schools for the deaf, 915. Pritchett School Institute, statistics of, 686, 704. Private boarding schools for colored pupils, 990. Private normal schools, remarks relating to sta¬ tistics of, 405. statistics of, 406, 472-478. See also Normal schools. Private schools, increased enrolment in, 65. remarks relating to statistics of, by States, 73. statistics of, by States, 74. remarks relating to, in California, 94. prosperous condition of, in Florida, 106. number of, in Georgia, 107. lack of data relating to, in Idaho, 108. increase in enrolment of, in Michigan, 115. increased enrolment in, in New Hampshire, 125. extensive patronage of, in North Carolina, 135. increasing importance of, in North Caro¬ lina, 136. should be under State supervision in Rhode Island, 142. increasing patronage of, in Utah, 149. public schools injured by, in Utah, 150. larger attendance in, in Wisconsin, 155. injury to public schools by, 168. use of public school-houses for, 171. statistics of, in cities, 237-257. remarks relating to comparative statistics of, 337. comparative statistics of, in cities, 339-361. training of teachers in, in Dakota, 415. preparation for college by, 4S2. causes of establishment of, in Connecticut, 1096. statistics of, in Illinois, 1097. growth of, in Massachusetts, 1107. See also Parochial schools. Private secondary schools, detailed view of, 502- 506. See also Secondary schools and High schools. Privies. See Out-houses. Prizes, objections to, 168. pernicious effects of, 451. Productive funds, of public normal schools, sta¬ tistics of, 464-471. statistics of, of private normal schools, 476, 478. of secondary schools, 496-501, 518-524, 536-542, 568-582. of colleges for women, 585, 595, 614-621. of colleges for women in Massachusetts, 597. of universities, 624, 627. of colleges of liberal arts, 630, 696-712. increase in, of Western University of Penn¬ sylvania, 671. of land-grant colleges, statistics of, 722, 724, 734. of University of Illinois, 736. Productive funds — Continued. of Massachusetts Institute of Technology, 741, 742. statistics of, of schools of science, 744, 747, 748. of schools of theology, 760, 770. of law schools, 777, 781, 782. of schools of medicine, etc., 784-787, 800-806. See also Endowment funds and Permanent funds. Professional schools, in universities, statistics of, 624, 627. expansion of, in Columbia College, 665. remarks relating to, 756. statistics of, 758-806. system of, in Germany, 888. in French elementary schools, 903. for the colored race, 992. in colleges, 623. See also Technical education. Professions, statistics of persons employed in, in the North and the South, 29-31. age of entrance to, 741. Professors, in colleges of liberal arts, statistics of, 628, 678-695. statistics of, in land-grant colleges, 722, 724, 731-733. in schools of science, 744-746. in schools of theology, 758, 759, 761-769. in schools of law, 758, 777-780. in Schools of medicine, etc., 758, 784-799. See also Instructors. Professorships. See Endowed professorships. Progress of land-grant colleges, statistics of, 724. Promotions, should be regularly made, in Ore¬ gon, 139. methods employed in making, 201-206. examinations as bases for, 206-208. See also Grading. Property, statistics of, per capita of minor pop¬ ulation in the North and the South, 24-26. j remarks relating to statistics of, 230. statistics of value of, in cities, 271-291. comparative statistics of, in cities, 363-378. statistics of value of, of public normal schools, 464-471. of private normal schools, 478, 478. of manual training schools, 909. of normal schools for colored people, 991. of secondary schools for colored pupils, 992. of colleges for colored students, 992. of professional schools for colored people, 993. See also Assessed valuation and School prop¬ erty. Protestant Episcopal Theological Seminary of Virginia, statistics of. 769, 775. Prouty, Ira J., city superintendent, Keene, N. H., 234. Providence, R. I. , methods of promotions in, 205. statistics of evening schools in, 227. common school statistics of, 255, 268, 289, 311, 331. comnarative statistics of common schools of, 357, 375. kindergartens in, 823. manual training in, 871. Provincetown, Mass., statement relating to sta¬ tistics of, 335. Provo City, Utah, common school statistics of, ! 256, 269, 290, 312, 332. comparative statistics of common schools of, 358,375. Prussia, statistics of elementary education in, : 1014, 1016, 1018. Psychology, attention to, in normal schools, 395. conditions of, in normal schools, 396, 397. 1 instruction in, in University of Wisconsin, i 677. See also Pedagogy. Public education, in the South, 20-33. distinguishing feature of, in America, 52. discussion relating to, 161. See also Public school system. Public exhibitions, pernicious effects of, 451. Public funds, statistics of aid to normal schools i from, 405, 464-471. Public high schools, statistics of, by States, 72. 73. B percentage of students in the several studies of, 490. • distribution of time among studies of, 491-493. j I See also High schools. INDEX, 1183 Public Kindergarten Normal Class, Muskegon, ' Mich., statistics of. 479. Public Kindergarten Normal Class, St. Louis, | Mo., statistics of. 479. Public Kindergarten Training Class, West Des | Moines, Iowa, statistics of, 479. Public libraries. Sec Libraries. Public manual training schools, remarks relat¬ ing to, 857. Sec also Manual training. Public normal schools, remarks relating to sta¬ tistics of, 402. statistics of, 403, 405, 460-470. See also Normal schools and Training of teachers. Public school officers, association of, in Tennes¬ see, 146. Public school system, in America, excellence of, 18. in Indiana, outline of, 49, 50. in Indiana, excellence of, 52. growth and condition of, in Arkansas, 92. condition of, in California, 94. condition of, in Dakota, 95. satisfactory progress of, in Dakota, 99. condition of, in Florida, 105. condition of, in Idaho, 107. general condition of, in Michigan, 115. general advancement of, in Minnesota. 116. increased effectiveness of, in Missouri, 117. general prosperity of, in Montana, 120. increased usefulness of, in Nebraska, 121. fairly prosperous condition of, in Nevada, 123. f satisfactory condition of, in New Hampshire, 125. condition of, in New Jersey, 126. perceptibly better condition of, in New Mex¬ ico, 129. efforts for improvement of, in Nexp York, 130. ' condition of, in North Carolina, 135. opposition to, in North Carolina, 136. condition of, in Oregon, 137. unusual progress of, in Pennsylvania, 139. prosperous condition of, in Rhode Island, 140. growing in favor in South Carolina, 143. no opposition to, in Tennessee, 144. growth of, in Tennessee, 145. excellent work of, in Texas, 146. not a free-school system, in Utah, 148. general condition of, in Vermont, 150. prosperous condition of, in Washington Ter¬ ritory, 152. relation of kindergartens to, 816, 821. characteristics of manual training in, 874. statistics of manual training in, 875, 877, 878, 879. in France, 1016. See also Public schools and Public education. Public schools, free to all in America, 52. admitted to be indispensable, 89. prosperity of, in Montana, 119. political function of, 142. discussion relating to, 168-170. studies to be taught in, 178-180. scope of, 179. rules for government of, in Alaska, 1S8. comparative statistics of, in cities, 339-378. course of study in, in Paris, France, 856. number of colored pupils in, 994. in foreign countries, 1013. character of instruction in, 1108. criticisms of instruction in, 1112. See also Common schools and Public school system and Schools. Publication fund of Harvard University, 656. Publications of the Bureau of Education, re¬ cent, 5. opinions respecting, 7. list of, 1114. Pueblo, Colo., common school statistics of, 238, 258, 272, 293, 315. comparative statistics of common schools of, 340, 363. cost of tuition in, 362. Pullman, HI., common school statistics of, 241, 260, 275, 295, 317. comparative statistics of common schools of, 343, 365. Pulte Medical College, statistics of, 794, 802. Pupils, nvorago number of/ in attendance to each teacher, by States, 67, 68. legal limit to number of, to each teacher, in Nevada, 125. relations of teachers to, 173. statistics of, in evening schools, 223-227. statistics of, in cities, 237-257. average number of, to each teacher, 338. in private normal schools, statistics of, 406, 472-475. of California State normal schools, regula¬ tions relating to. 411. in public normal schools, statistics of, 403, 460-463. in secondary schools, number of, below academic grade, 481. receiving Sloyd instruction, number of, per teacher, 849. statistics of, in city manual training schools, 875. in manual training schools, 904. of manual training schools, social condition of, 905. in industrial departments of schools for the deaf, 915. of schools for the blind, 917. of schools for the feeble-minded, 919. of reform schools, 920. in industrial schools. 922. statistics of, in nurses’ training schools, 941- 943. in schools for the deaf, 947-949, 958. in schools'for the blind, 964, 970. in institutions for the feeble-minded, 973, 974, 977. in reform school^, 980, 986. number of, to each teacher, in colored schools, 989. in colored secondary schools, 992. in colleges for colored students, 992. in professional schools for colored people, 993. in colored schools, 994. in foreign countries, 1016. Purdue Universitv, statistics of, 724, 726, 727, 732, 734. effect of Hatch bill upon, 728. information relating to, 740. Putnam, B.W., city superintendent. Tpsilanti, Mich., 234. Putnam, Rufus, mentioned, 50, 1042. Putnam, Conn, , causes of irregular attendance in, 217. statistics of evening schools in, 224. common school statistics of, 239, 259, 273, 293, 315. comparative statistics of common schools of, 341, 364. Putney, Freeman, city superintendent, Glouces¬ ter, Mass., 233. Q. Qualifications of candidates for teachers’ posi¬ tions in New York, 438. Qualifications of teachers, law relating to, de¬ sired in Minnesota, 431. Quarters for the Bureau of Education, 13-16. Quay. J. W., countv superintendent, Marysville, Kans., 233. Quebec, statistics of elementarv education in, 1014, 1016, 1018. Queensland, statistics of elementary education in, 1014, 1016, 1018. Questioning, value of, generally admitted, 396. Quincy. HI., common school statistics of, 241, 260, 275. 295, 317. comparative statistics of common schools of, 343, 365. teachers’ meeting in, 418. Quincy, Mass., statement relating to statistics of, 335. Quincy (Ill.) College of Medicine (Chaddock Col¬ lege), statistics of, 788, 801. B. Raab, Henrv, city superintendent, Belleville, Ill., quoted. 219. mentioned, 232. 1184 INDEX, Race question, difficulties connected with, 20, 21. See also Colored people. Eacine, Wis., common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359, 376. teachers’ institiite in, 456. Eacine (Wis.) College, information relating to, 677. statistics of, 694, 712. Eahway, N. J., common school statistics of, 249, 265, 283, 305, 325. comparative statistics of common schools of, 351, 371. Eaine, Charles D., city superintendent, Mount Holly, N. J., 234. Ealeigh, N. C., common school statistics of, 251, 266, 285, 307, 328. comparative statistics of common schools of, 353, 372. Eandle, S. A., eity superintendent, Salem, Ore., 235. Eandolph, Mass., common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347', 368. Eandolph-Macon College, mention of sketch of, 39. statistics of, 694, 711. Eate-bill plan should be eliminated in Oregon, 139. Eathbone, Hon. J. L., report of, 1018. Eaub, A. N., president State board of education of Delaware, 88. digest of report of, 100-102. Eavenna, Ohio, common school statistics of, 253, 267, 286, 308, 329. comparative statistics of common schools of, 3o5, 3/3. Eaymond, Sarah E., city superintendent, Bloom¬ ington, Ill., 232. Beady, G. W., city superintendent, Painesville, Ohio, 235. Beading, Pa., common school statistics of, 255, 268, 288, 310, 331. comparative statistics of common schools of, 356, 374. introduction of manual training in, 871. Beading, word method of teaching, 180. number of pupils studying, in Alaska, 190. use of histories as text-books for, 458. Beading circles, great value of, in New Jersey, 126. desired for children in Indiana, 421. commended in Kansas, 423. benefits of, in New Jersey, 437. discussion relating to, 1050. Eeal estate, of manual training schools, statistics of value of, 909. See also Property. Eeceipts, remarks relating to statistics of, 230. statistics of, of city schools, 271-291. remarks relating to, of normal schools, 404. statistics of, of universities, 624, 627. of lai\d-grant colleges, 722, 734. of schools of science, 744, 747-749. of schools of theology, 760, 770-775. of law schools, 777, 781, 782. . of schools of medicine, etc., 784-787, 800-806. of manual training schools, 909, 910. of schools for the deaf, 947-949, 960. of schools for the blind, 964, 971. of institutions for the feeble-minded, 973, 974, 977. of reform schools, 980, 986. See also Incomes and School revenues. Eecess question, plan favored by Michigan su¬ perintendents, 430. Eecord of the year, 83. Eecord books, to be distributed by town clerks, in New York, 134. Eecords of Bureau of Education, method of pre¬ serving, 1. Red Wing, Minn., common school statistics of, 247, 264, 281, 303, 323. comparative statistics of common schools of, 349, 369. Eed Wing (Minn.) Norwegian Evangelical Luth¬ eran Seminary, statistics of, 764, 772. Eedfield College, Dak., statistics of normal de¬ partment of, 416. Reed, Miss E. M., mentioned, 447. Eeed, George H., principal, Waukesha, Wis., 236. Reform schools, truants should not be confined in, 221. industrial training in, 913. notes from catalogues of, 978. statistics of, 980-987. colored pupils in, 994. industrial training in, 919. Ecgan, L. T., city superintendent, Morrfl, Ill., quoted, 217. Regents’ examinations in New York, plan and effects of, 505, 506. Regular school of medicine. See Medicine. Regularity of attendance, remarks relating to statistics of, 338. Regulations for Alaskan schools, amendments to, 10. Beidsville, N. C., common school statistics of, 251, 266, 285, 307, 328. comparative statistics of common schools of, 353, 372. Religion, study of, in Imperial Technical School, 886. Religious denominations, colleges established in Indiana by, 50. of secondary schools, 507-517, 525-235, 513- 567. of colleges for women, 594, 604-613. effect of connection with, upon colleges for women, 596. colleges conducted by, in Illinois, 645. organization of colleges by, in Ohio, 668. represented iu government of Brown Uni¬ versity, 673. of colleges of liberal arts, 678-694. of schools of theology, 759, 761-769. Religious services, voluntary method in, in Har¬ vard University, G54. Rensselaer Polytechnic Institute, statistics of, 746, 747. Reno, Nev., work of high school in, 123. Renova, Pa., statement relating to statistics of, 336. Rents, statistics of school revenues from, by States, 78. statistics of percentage of school revenues from, by States, 81 recommendation relating to receipts from, in Alabama, 91. Repairs, remarks relating to statistics of, 231. statistics of expenditures for, in cities, 292-313. expenditures for, in city manual training schools, 878. Reports, time for making, in Arkansas, 93. desired from county superintendents in Cal¬ ifornia, 94. tardy and defective in Dakota, 96. should be required in Dakota, 99. defective character of, in Idaho, 108. required of parish superintendents in Loui¬ siana, 113. unreliableness of, in Missouri, 119. not previously required in Montana, 119. not promptly received from county treas¬ urers in North Carolina, 136. improvements in statistics of, 228. Reports of the Commissioner of Education plan, of, 4. Required studies in Wesleyan University, 640, 641. Requirements for admission to colleges. See Admission requirements. Resident graduates, in colleges for women , sta¬ tistics of. 604-613. in colleges of liberal arts, statistics of, 628, 678-695. in land-grant colleges, statistics of, 722, 731- 733. in schools of science, statistics of, 744-746. Resident professors, in schools of theology, sta¬ tistics of, 759, 761-769. in schools of law, statistics of, 777-780. Revenues. See School revenues. Reviews, number of, should be diminished, 198. Revision of school law in Illinois, 1098. Reynolds, Charles B., city superintendent, Clin¬ ton, Mo., 234. INDEX. 1185 Reynolds, Edward V., mentioned, 639. Reynolds, J. P., city superintendent, Bristol, B. I., 236. Reynoldsville, Pa., statement relating to statis¬ tics of, 336. Rhetorical exercises, suggestions relating to, 422. Rhode Island, density of school population in, 27. common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78. 80, 81, 82, 84. 85, 86. increased private school enrolment in, 65. digest of school report of, 140-143. township system satisfactory in, 157. statistics of evening schools in cities of, 227. names of city superintendents in, 236. common school statistics of cities of, 255, 268, 289, 311, 331. comparative statistics of city common schools in, 357, 361. 375, 377. normal element in teaching corps of, 400. statistics of kindergarten training schools in, 408, 480. training of teachers in, 450. statistics of normal schools in, 403, 405, 462, 469. statistics of secondary schools in, 483, 484, 485, 488, 490, 494, 496, 498, 500, 515, 523, 534, 541, 563, 580. statistics of colleges of liberal arts in, 628, 630, 634, 692, 708. College of liberal arts in, 673. distribution of college students of, 714, 716. residence of college students in, 716-720. comparative statistics of college attendance in, 751, 754. statistics of degrees conferred in, 812. statistics of kindergartens in, 818, 819, S23. statistics of schools for the deaf in, 915, 947, 953, 957, 959, 961. statistics of reform schools in, 920, 9S0, 982, . 984, 986. statistics of business colleges in, 928, 938. statistics of nurses’ training school in, 941, 942. education of colored people in, 994. teachers’ reading circle in, 1071. Rhode Island Normal Training School for Kin- dergartners, statistics of, 480. Rhode Island State Normal School, statistics of, 462, 469. Rice, James H., State superintendent of educa¬ tion of South Carolina, 88. digest of report of, 143. quoted, 169, 172. Rich Hill, Mo., common school statistics of, 248, 264, 282, 303, 324. comparative statistics of common schools of, 350, 370. Richard, Gabriel, mentioned, 1045. Richardson, F.B., city superintendent, Woburn, Mass., 233. Richardson, J. G., city superintendent, Bath, Me., 233. Richardson, Wm„ city superintendent, Sedalia, Mo.. 234. Richmond, Ind., common school statistics of, 241, 260, 275, 297, 318. comparative statistics of common schools of, 343, 365. Richmond, Va., common school statistics of, 257, 269, 290, 313, 333. comparative statistics of common schools of, 359, 376. Richmond College, mention of sketch of, 39. new hall for, 676. statistics of, 694, 711. Richmond (Va.) Theological Seminary, statis¬ tics of, 769, 775. Rideout, R. A., principal of high school, Ever¬ ett, Mass., 238. Ridgeville (Ind.) College, statistics of, 680, 699. Rightsell, J. R., city superintendent, Little Rock, Ark., 231. Rindge, Frederick H., mentioned, 864. Rindge School, objects of, 924. Rio Grande (Ohio) College, statistics of. 690,707. Ripon (Wis.) College, statistics of, 694, 712. Roanoke, Va. , statement relating to statistics of, 336. Roanoke College, mention of sketch of, 39. statistics of. 694, 711. Roanoke Female College, Danville, Va., statis¬ tics of, 612, 620. Robb, John A., city superintendent, Lock Ha¬ ven, Pa., 235. Robbins, F. E. C., city superintendent, Deering, Me., 233. Robbins, H. E., city superintendent, Lyons. Iowa, 232. Robertson, W. W., city superintendent, Staun¬ ton, Va., 230. Robinson, Nelson F., mentioned, 606. Robinson, W. E., city superintendent, Detroit, Mich., 233. Robinson Female Seminary, statistics of, 608, 617. Rochard, Jules, quoted, 393, 394. Rochester, Minn., statement relating to statistics of, 335. Rochester, N. II., common school statistics of, 249, 265, 2S3, 304, 325. comparative statistics of common schools of, 351, 370. Rochester, N. Y., methods of promotion in, 204. statistics of evening schools in, 226. common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. teachers’ institutes in, 439. kindergartens in, 822. Rochester (N. Y.) Teachers’ Training Class, sta¬ tistics of, 461, 468. Rochester (N. Y.) Theological Seminary, statis¬ tics of, 766, 772. Rock Hill, S. C., new school-house in, 143. Rock Hill College, Ellicolt City, Md., statistics of, 684, 703. Rock Island, HI. . common school statistics of, 241, 260, 275, 295, 317. comparative statistics of common schools of, 343, 365. Rockford, Ill., statistics of evening schools in, 224. common school statistics of, 241, 260, 275, 295, 317. comparative statistics of common schools of, 343, 365. Rockford (Ill.) Seminary, statistics of, 604, 615. Rockingham, Vt., common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 3o8, 3 m. Rockland, Me., common school statistics of, 243, 262, 277, 299, 320. comparative statistics of common schools of, 345, 367. Rockland, Mass., common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. official opinion of manual training in, 864. Rockville, Conn., common school statistics of, 239, 259, 273, 293, 315. comparative statistics of common schools of, 341, 364. Rodgers. J. E., city superintendent, Palestine, Tex., 236. Roger Williams University, statistics of, 692, 710. Rogers, Dr. A. C., quoted, 972. Rogers. Wm. M., chairman school committee, Methuen, Mass., 233. Rollins College, Winter Park, Fla., mention of sketch of, 4S. statistics of, 680, 698. Roman Catholic Church, schools conducted by, in Alaska, 183. Rome, Ga., common school statistics of, 239, 259, 273, 295, 316. comparative statistics of common schools of, 341, 364. Rome, N. Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. Rome (Ga.) Female College, statement relating to. 622. Rome (N. Y.) Froebel Kindergarten, statistics of, 480. 75 ED 1186 INDEX. Rondout, N. Y., statement relating to statistics of, 335. Rose Polytechnic Institute, statistics of, 745, 747. Ross, Miss Matilda, mentioned, 430. RosSj'W. W. , city superintendent, Fremont, Ohio, 235. Rucker, W. H., city superintendent, Lawrence- burg, Ind., 232. Rules, for Alaskan schools, amendments to, 10. Rundlett, L. J., city superintendent, Concord, N.H., 234. mentioned, 882. Rupert, W. W., city superintendent, Pottstown, Pa., 236. Rural districts, course of study for, desired in Missouri, 434. opportunities for instruction in, 837. . See also Country schools. Rush Medical College, Chicago, Ill., statistics of, 788, 801. Russel, J. R., city superintendent, Butte, Mont., 234. Russell, Albert J., State superintendent of pub¬ lic instruction of Florida, 88. digest of report of, 105. Russell, B. B., city superintendent, Brockton, Mass., 233. Russell, F. P., city superintendent, San Jose, Cal., quoted, 218. mentioned, 231. Russian Church, schools conducted by, in Alaska, 183. schools of, in Alaska, 188. Russian language, study of, in Imperial Techni¬ cal School, 886. Russian system of manual training, remarks re¬ lating to, 828. adaptation of, in New York city, 846. remarks relating to schools conducted by, 857. in School of Practical Mechanics and Design, Minneapolis, Minn., 890. Rust University, statistics of, 686, 703. Rutgers College, information relating to, 662. statistics of, 688, 705. Rutgers Female College, New York, N. Y., char¬ ter of, 586. statistics of, 587. Rutgers Scientific School, statistics of, 724, 726, 727, 732, 734. effect of Hatch bill upon, 728. courses of study in, 742. Ruth, Albert, city superintendent, Knoxville, Tenn., 236. Rutherford (N. C.) College, statistics of, 688, 706. Rutland, Vt., statistics of evening schools in, 227. common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 358, 375. Rutledge, John, principal, Olyphant, Pa., 235. Ryon, Chas. M., city superintendent, Kingston, N.Y.,235. S. Sabin, Henry, State superintendent of public in¬ struction of Iowa, 88. Saco, Me., common school statistics of, 243, 262, 277, 299, 320. number of pupils per teacher in, 338. comparative statistics of common schools of, 345, 367. Sacramento, Cal., statistics of evening schools in, 224. common school statistics of, 237, 258, 271, 293, 314. comparative statistics of common schools of, 340, 363. Saginaw, Mich., common school statistics of, 247, 263, 281, 302, 323. comparative statistics of common schools of, 349, 369. St. Agnes School, Albany, N. Y., statistics of, 608, 618. St. Albans, Vt., statement relating to statistics of, 336. St. Augustine Normal School and Collegiate In¬ stitute, Raleigh, N. C., statistics of, 472, 477. St. Benedict’s College, Atchison, Kans., statistics . of, 682, 700. St. Benedict’s College, Newark, N. J., statistics of, 688, 705. St. Bonaventure’s College, Allegany, N. Y., sta¬ tistics of, 688, 705. St. Bonaventure’s College, Terre Haute, Ind., statement relating to, 713. St. Bonaventure’s Seminary, Allegany, N. Y., statistics of, 764, 772. St. Catharine’s Female Academy, Lexington, Ky., statistics of. 606, 615. St. Cecilia Academy, Nashville, Tenn., statistics of, 612, 620. St. Charles, Mo., common school statistics of, 24S, 264, 282, 303, 324. comparative statistics of common schools of, 350, 370. St. Charles Borromeo Theological Seminary, statement relating to, 776. St. Charles College, Ellicott City, Md., statistics of, 684, 703. St. Charles College, Grand Coteau, La., statistics of, 6S4, 701. St.Clair, Pa., statement relating to statistics of, 336. St. Clara Academy, Sinsinawa Mound, Wis., sta¬ tistics of, 612, 621. St. Cloud, Minn. , common school statistics of, 247, 264. 231, 303, 323. comparative statistics of common schools of, 349, 369. St. Francis College, Brooklyn, N. Y., statistics of, 6 S3, 705. St. Francis College, Loretto, Pa„ statement re¬ lating to, 713. St. Francis Solanus College, Quincy, Ill., statis¬ tics of, 680, 699. St. Helen’s Hall, Portland, Oregon, statistics of, 610, 619. St. Ignatius College, Chicago, Ill., statistics of, 680,698. St. Ignatius College, San Francisco, Cal., statis¬ tics of, 678, 697. St.John’s College, Annapolis, Md., information relating to, 653. statistics of, 684. 702. St.John’s College, Brooklyn, N. Y., statement relating to, 713. St.John’s College, Fordham, N.Y., statement relating to, 713. St.John’s University, Collegeville, Minn., cur¬ riculum of, 660. statistics of, 684, 703. statistics of ecclesiastical course in, 764, 772, St. Johnsbury, Vt., common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 3oS, 3 1 5. St. Joseph, Mo., common school statistics of, 248, 264, 282, 303, 324. comparative statistics of common schools of, 350, 370. St. Joseph (Mo.) Medical College, statistics of, 790, 801. St. Joseph’s College, Bardstown, Ky., statement relating to, 713. St. Joseph’s College, Cincinnati, Ohio, statistics of, 690, 707. I St. Joseph’s College, Dubuque, Iowa, statistics of, 682, 700. St. Joseph’s College, Philadelphia, Pa., state¬ ment relating to, 713. St. Joseph’s Diocesan College, statistics Of, 680, 699. St. Joseph’s Provincial Seminary, Troy, N. Y., statistics of, 766, 772. St. Lawrence University, Canton, N.Y., infor¬ mation relating to, 666. statistics of, 688, 705. St. Louis, Mo., methods of promotion in, 203. kindergartens in, 210. statistics of evening schools in, 225. common school statistics of, 24S,264, 232, 303, 324. comparative statistics of common schools of, 350, 370. public kindergartens in, 816, S17, 818, 820. history of kindergartens in, 840. INDEX. 1187 8t. Louis (Mo.) College of Pharmacy, statistics of, 798, 801. St. Louis (Mo.) College of Physicians and Sur¬ geons, statistics of, 790, 801. St. Louis (Mo.) Law School, Washington Uni- versitv, statistics of, 779, 782. St. Louis (Mo.) Manual Training School, estab¬ lishment and objects of, 858. St. Louis (Mo.) Medical College, statistics of, 790,801. St. Louis (Mo.) Normal School, statistics of, 461, 467. St. Louis iMo.^ Post-Graduate School of Medi. cine, statistics of, 794, 804. St. Louis Seminary, Jennings, Mo., statistics of, 605, 617. St. Louis (Mo.) University, new building for, 661. statistics of, 686, 704. * St. Mary’s (Ind.) Academic Institute, statement relating to, 622. St. Mary’s (Kans.) College, statistics of, 6S2, 701. St. Mary’s (Ky.) College, statistics of, 682, 701. St. Mary’s College, San Francisco, Cal., state¬ ment relating to, 713. St. Mary’s Hall, Burlington, N. J., statistics of 608, 61 S. St. Mary’s Hall, Faribault, Minn., statistics of, 606, 617. St. Mary’s Institution for Deaf-Mutes, St. Paul, Minn., establishment of, 944. St. Mary’s School, Knoxville, Ill., statistics of, 604, 615. St. Mary’s School, Raleigh, N. C., statistics of, 610, 619. St. Mary’s Theological Seminary, Cleveland, Ohio, statistics of, 766, 774. St. Mary’s University, Galveston , Tex. , statistics of, 694, 711. St.Meinrad’s (Ind.) College, statistics of, 680, 699. St. Meinrad’s Ecclesiastical Seminary, statistics of, 762, 770. St. Paul, Minn., substitute teaching in, 196. methods of promotion in, 202. statistics of evening schools in, 225. common school statistics of, 247, 264, 281, 303, 323. comparative statistics of common schools of, 349, 369. cost of tuition in, 362. training of teachers in, 431. St. Paul (Minn.) Medical College, statistics of, 780, 801. statistics of dental department of, 796, 804. St. Paul (Minn.) Teachers’ Training School, sta¬ tistics of, 461, 467. St. Stanislaus Commercial College, course of study in, 927. St. Stephen’s College, information relating to, 666. statistics of, 688, 705. St. Yiateur’s College, Bourbonnais Grove, Ill., statistics of, 680. 69S. St. Vincent’s College, Beatty, Pa., death of founder of, 672. statistics of, 690, 708. St. Vincent’s College, Cape Girardeau, Mo., sta¬ tistics of, 686, 704. St. Vincent’s College, Los Angeles, Cal., statistics of, 678, 696. St. Vincent’s College and Theological Seminary, statistics of, 764, 772. St. Vincent’s Seminary, Philadelphia, Pa., sta¬ tistics of, 767, 775. St. Xavier College, Cincinnati, Ohio, statistics of, 690, 707. Salado (Tex.) College, statistics of, 694, 711. Salamanca, N. Y., statement relating to statistics of, 335. Salaries, statistics of, in cities, 258-270. expenditures of manual training schools for, 909. of pupils in nurses’ training schools, statis¬ tics of, 942. expenditures of schools for the deaf for, 960. expenditures of schools for the blind for, 971. expenditures of institutions for the feeble¬ minded for, 977. expenditures of reform schools for, 986. statistics of. in Colorado, 1,093. , statistics of, in Illinois, 1,097. See also Salaries of teachers. Salaries of superintendents, statistics of expendi¬ tures for. by States, 82. insufficiency of, in Alabama, 90. remarks relating to statistics of, 230. in past years in Pennsylvania, 449. See also Tuition. Salaries of teachers, statistics of, by States, 77, 82. recommendation relating to, in Alabama, 91. remarks relating to, in Dakota, 98. should be more liberal in District of Colum¬ bia, 102, 104. inadequacy of, in Louisiana, 112. increase in, in Minnesota, 116. reasons of increase of, in New Jersey, 127. payable monthly, in New York, 133. large increase in, in Pennsylvania, 139. should be graded, in Oregon, 139. uncertainty concerning payment of, in Texas, 146. slow payment of, in West Virginia, 153. proper manner of regulating, 174. in Alaska, 191. statistics of, in cities, 258-270. statistics of expenditures for, in cities, 292- 313. irregular payment of, in Kentucky, 423. too miserly for normal graduates in New York rural districts, 437. suggestions relating to, in Virginia, 455. in city manual training-schools, 878. in colored schools, statistics of, 089. in Switzerland, 1027. in Connecticut, 1095. in Indiana, 1100. in Maine, 1102. in Maryland, 1105. in Massachusetts, 1106. in New Jersey, 1109. in Ohio, 1110. in Virginia, 1111. See cdso Tuition and Salaries. Salem, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. Salem, N. J., statistics of evening schools in, 226. common school statistics of, 249, 265, 2S3, 305, 326. comparative statistics of common schools of, 351, 371. Salem. Ohio, common school statistics of, 253, 267, 287, 308, 329. comparative statistics of common schools of. 355, 373. Salem, Oregon, common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Salina, Kans., common school statistics of, 243, 261, 277, 298, 319. comparative statistics of common schools of, 345, 366. Salisbury, Mass., statement relating to statistics of, 83o. Salmon, F. G., city superintendent, Aspen, Col., 231. Salt Lake City, Utah, lack of school aeoommof dations in, 148. statement relating to statistics of, 336. Sam Houston Normal Institute, importance of, to Texas school system, 452. statistics of, 463, 470. San Antonio. Tex., statement relating to statis¬ tics of, 336. San Diego, Cal., statement relating to statistics of, 335. San Francisco, Cal., departmental instruction in, 197. methods of promotion in, 201. statistics of evening schools in, 224. common school statistics of, 238, 258, 272, 293, 314. comoarative statistics of common schools of, 340, 363. cost of tuition in, 362. early kindergartens in, 819. kindergarten work in, 821. San Francisco (Cal.) Theological Seminary, sta¬ tistics of, 761, 770. 1188 INDEX. San Joaquin Valley College, statistics of, 678, 697. San Jose, Cal., effect of monthly holiday in, 218. statistics of evening schools in, 224. common school statistics of, 238, 258, 272, 293, 314. comparative statistics of common schools of, 340, 363. Sandusky, Ohio, common school statistics of, 253. 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Sanford, Jared, school commissioner, Mt. Ver¬ non, N. Y., 235. Santa Barbara, Cal., statement relating to sta¬ tistics of, 335. Santa Clara (Cal.) College, statistics of, 678, 697. Santa Cruz, Cal., common school statistics of, 238, 25S, 272, 293, 314. comparative statistics of common schools of, 340, 363. Santa Fe, N. Mex., statement relating to statis¬ tics of, 335. Santa Rosa, Cal., common school statistics of, 238, 258, 272, 293, 314. comparative statistics of common schools of, 340, 363. Santa Rosa (Cal.) Ladies’ College, statistics of, 604, 614. Sarah Fuller Home for Little Children who can not Hear, establishment of, 944. Saratoga Springs, N. Y., common school statis¬ tics of, 251, 266, 285, 307. 327. large enrolment in. 337. comparative statistics of common schools of, 353 372 Sartwell, Hr. H. P., mentioned, 667. Sater, J. E., president of the board of education, Columbus, Ohio, quoted, 206. Satterfield, J. M. school superintendent of Mar¬ ion County, W. Va., quoted, 174. Saugerties. N. Y., statement relating to statistics of, 33o. Saunderson, Robert G., city superintendent, Burlington, Iowa, 232. Savage, F., chairman school committee, Ames- bury, Mass., 233. Savannah, Ga., examinations in, 2C6. common school statistics of, 239, 259,273, 295, 316. comparative statistics of common schools of, 341, 364. Sawin Academy and Dowse High School, re¬ marks relating to, 503. Saxonv, statistics of elementary education in, 1014, 1016, 1018. Sayles, I. B., city superintendent, Millbury, Mass., 233. Sayre Female Institute, Lexington, Ky., statis¬ tics of, 606, 615. Schedule of studies. See Course of study. Schenectady, N. Y., statement relating to statis¬ tics of, 335. Schiller, John D., city superintendent, Niles, Mich., 234. Schmidt, C. C., city superintendent, St. Cloud, Minn., 234. Schofield Normal and Industrial School, Aiken, S. C., statistics of, 472, 478. Scholarships, in Winthrop Training School, 450. in Phillips Exeter Academy, 504. statistics of, in colleges for women, 594, 604- 613. in universities, 624, 627. in colleges of liberal arts, 630, 678-695. in University of Georgia, 645. in North-Western University, 646. in Wabash College, 647. in Harvard University, 655. increased number of, in Cornell University, 663. in Madison University, 667. increased fund for, in Davidson College, 668. in Marietta College, 670. statistics of, in land-grant colleges, 722, 731- 733. in schools of science, 744-746. in schools of theology, 759, 770-775. in law schools, 777, 781, 782. in schools of medicine, etc., 7S4-787, 800-806. See also State scholarships. Scholastic conditions in secondarv schools, 481, 482. Scholastic year, date of end of, by States, 62. date of end of, in Vermont, 152. statistics of, in schools of theology, 761-769. in law schools, 778-780. in schools of medicine, etc., 788-799. in manual training schools, 898. in business colleges, *930-939. See also School terra. Scholasticate of the Congregation of the Most Holy Redeemer, statistics of, 764, 772. School age, legal, in the several States, 63, 64. in foreign countries, 1012. 1016. School boards, remarks relating to, in Delaware, 101. statistics of expenditures for, in cities, 292- 313. School bonds, should be purchased with school funds, in Nebraska, 122. issue of, permitted in New Jersey, 128. may be issued in New York, 134. issue of, should be permitted in Texas, 147. districts should be allowed to issue, in Utah, 149. funds for school-houses should be raised by sale of, 170. remarks relating to statistics of, 231. statistics of receipts frohi sale of, in cities, 271-291. statistics of payments on, in cities, 292-313. See also Bonds. School books. See Text-books. School buildings, statistics of, by States, 70, 71. can not be built with State money in Ala¬ bama, 90. remarks relating to, in Dakota, 97. appropriations for plans for, desired in Da¬ kota, 99. improved character of, in Florida, 105. ownership of, in Idaho, 110. deplorable character of, in Louisiana, 112. evolution of, in Nebraska, 121. improved condition of, in New Jersey, 128. State publication of designs for, in N e w York, 132. law relating to sites of, in New York, 134. poor condition of, in North Carolina, 135. causes of inferiority of, in North Carolina, 136. recommendation relating to, 136. location of, in Oregon, 137. number and character of, in Oregon, 138. defective character of. in Texas, 147. proper policy concerning, in Utah, 149. small attendance due to poor condition of, in Utah, 150. discussion relating to, 170. poor condition of, in Alaska, 192. discussion relating to. 214. remarks relating to statistics of, 230. statistics of, in cities, 258-270. statistics of value of, in cities, 271-291. comparative statistics of, in cities, 339-3GL for Indians, 1001. excellence of, in Switzerland, 1025. erection of, in Colorado, 1094. unsatisfactory condition of, in Connecticut, 1096. statistics of, in Maine, 1102. condition and needs of, in New Jersey, 1109. statistics of, in Ohio, 1110. See also Buildings. School census, results of, by Stales, 63, 64. not complete in California, 94. needed in Delaware, 102. result of, in Georgia. 1()J. better methods of taking, in Oregon, 137. need of, in Pennsylvania, 139. time of taking, in Utah, 150. not taken annually in Vermont, 151. recommendation relating to, in Vermont, 152. not taken in Alaska, 189. effects of defects in, upon enrolment statis¬ tics, 337. See also Enumeration. School census age, remarks relating to statistics of, 229. statistics of, ip cities. 237-257, INDEX. 1189 School commissioners, increased powers of, in New York, 134. powers and duties of, in New York, 410, 441. School day, length of, in Alaska, 188. School directors, better men secured for, under township system, 157. association of, in Pennsylvania, 449. School districts, large number of, in Arkansas, 93. irregular boundaries of, in Oregon, 137. should be required to maintain schools in Oregon, 139. unnecessarily large number of, in Tennessee, 144,145. size of, in Texas, 147. Sec also District system. School exanv'ners, convention of, in Ohio, 443. School exhibit. See .Exhibit of school work. School expenditures, total in the United States, 33. statistics of, by States, 82. statistics of. on per capita bases, by States, 84. percentage classification of, by States, 85. increase in, in Florida, 105. remarks relating to statistics of, 231. statistics of, in cities, 292-313. remarks relating to comparative statistics of, 362. for Indians, statistics of, 1002. in foreign countries, 1014. in foreign countries, statistics of, 1016. in France, 1021. in British India, 1030. statistics of, in Colorado, 1093. in Illinois, 1097. in Maine, 1102. lack of wisdom in, in Maine, 1103. statistics of, in Maryland, 1105. in Ohio, 1110. in Virginia, 1111. See also Expenditures. School finances, two standards of excellence in, 362. School for Colored Deaf-Mutes and Blind, Aus¬ tin, Tex., establishment of, 944, 962. School funds, legal age for distribution of, in the several States, 63, 64. need of additional, in Alabama, 89. discrepancies in reports of, in Dakota, 96. insufficiency of, in Louisiana, 112. lax management of, in Missouri, 118. unsatisfactory condition of, in Nebraska, 121, 122. constitutional provision relating to invest¬ ment of, in Nevada, 124. should be disbursed by county superintend¬ ents in North Carolina, 135. insufficiency of, in North Carolina, 136. penalties for failure to perform duties re¬ lating to, in North Carolina. 137. basis of apportionment of, in Oregon, 139. reckless management of, in Tennessee, 145, 146. cause of temporary deficiencies in, in Texas, 146. condition of, in Colorado, 1094. statistics of, in Indiana, 1100. condition of, in Indiana, 1102. See also Permanent funds. School government, study of, in Indiana insti¬ tutes, 384. School-houses. See School buildings. School journals, benefit derived from. 451. School lands, statistics of percentage of school revenues from rents of, by States, 81. rents from, not reported in Alabama, 91. grants of, to Arkansas, 92. remarks relating to, in Dakota. 96. trespassing upon, should be forbidden in Da¬ kota, 99. recommendations relatingto, in Dakota, ICO. selection and condition of, in Idaho, 109. encroachments upon, in Montana, 120. amount and value of, in Nebraska, 121, 122. should be leased in New Mexico, 129. lease of, authorized in Washington, 152. should be a source of revenue in Wyoming, 156. School law, amendments to, in Georgia, 107. changes in, in Louisiana. 113. School law — Continued. need of revision of, in Missouri, 117. changes in, in New Jersey, 129. in New York, 133. in Oregon, 138. in Tennessee, 144. in Utah, 149. in California, 410. amendment relating to training of teachers, in Louisiana, 424. important changes in, in Louisiana, 425. suggested changes in, in Ohio, 443. revision of, in Illinois, 1098. changes in, in Maine, 1104. in Maryland, 1105. School libraries, number of. in Dakota. 97. remarks relating to, in District of Columbia, 104. good results of establishment of, in Min¬ nesota, 116. lack of, in Nevada, 124. attention to, in New Jersey, 129. decrease in number of, in New York. 132. accessions to number of, in Pennsylvania, 139. great importance of, 154. defects in law relating to, in Wisconsin, 158. discussion relating to, 165. tax for, permitted in Colorado, 1094. statistics of, in Illinois, 1C97. establishment of, desired in Indiana, 1101. See also Libraries. School meetings, time of holding, in New Y'ork, 133. School of Dentistry, Meharrv Medical Depart¬ ment, Central Tennessee College, statistics of, 796, 804. School of Law and Equity, Washington and Lee University, statistics of, 780, 782. School of Law of ColumbiaUniversity, increased attendance in, 666. School of Law of South Carolina College, statis¬ tics of, 780, 782, School of Law of the University of Maryland, statistics of, 779, 781. School of Mines of Columbia College, statistics of, 746, 747. School of Pharmacy in the Department of Med¬ icine of the U niversity of Colorado, statis¬ tics of, 806. School of Pharmacy of Purdue University, sta¬ tistics of, 796, 804. School of Pharmacy of the University of Mich¬ igan, statistics of, 798, 804. School of Practical Mechanics and Design. Min¬ neapolis. Minn., character 6f work of, 890. statistics of, 893, 896, 898, 900, 904, 909. School of Theology of Adrian (Mich.) College, statistics of, 764, 772. School of Theology of De Pauw University, sta¬ tistics of, 762, 770 School policemen. See Truant officers. School population, density of. in the North and the South, 27-29. apparent decrease of, in California, 94. should be enumerated in Delaware, 102. increase of, in Florida. 105. apparent decrease in, in Nevada, 123. large proportion of, not in school in New Jersey, 128. small proportion of, in school in New York, 130. a basis for apportionment in New Y'ork, 133. causes of apparent decrease in, in Oregon, 137. i should not be basis of apportionment in Ore¬ gon, 139. increase in, in Washington, 152. apparent decrease in, in Wisconsin, 155. in Southern States, 983. ratio of colored school population to, 939-990. of Indians, 1GG2. in foreign countries, statistics of, 1016. ratio of enrolment to, in foreign countries, 1018. decrease of, in Maine, 1103. See also Population 6-14 and Population. School programme, needed changes in, 197. School property, statistics of value of, by States, 86. 1190 INDEX. School property — Continued. condition of, in California, 94. damage to, in Idaho, 109. legitimate uses of, 170. remarks relating to statistics of, 230. statistics of value of, in cities, 271-291. remarks relating to comparative statistics of, 362. comparative statistics of, in cities, 363-378. statistics of, in Indiana, 1100. See also Property. School revenues, sources of, in the North and the South, 32. statistics of, by States, 78. reduced to per capita bases, by States, SO. percentage classification of, by States, 81. of Arkansas, remarks relating to, 93. legal provision for, in Louisiana, 114. statistics of, in Indiana, 1100. statistics of, in New Jersey, 1109. See also Receipts. School sy stefra See Public school system. School taxes, limit to, in Alabama, 80. method of collection of, in Utah, 150. State uniformity desired in, in Vermont, 152. See also State taxes and City taxes. School term, remarks relating to statistics of length of, 68. statistics of, by States, 69. average length of, in Dakota, 97. need of law relating to, in Dakota, 99. insufficient length of, in Georgia, 107. minimum length of, in Michigan, 115. increased length of, in Minnesota, 116. not sufficiently long in Missouri, 118. average length of, in Nebraska, 121. lengthened by adoption of township system in New Hampshire, 125. length of, in New.Jersey, 128. minimum length of, in New York, 133. shortness of, in North Carolina, 135. increased length of, in Pennsylvania, 139. length of, should be increased in Oregon, 139. increased length of, in Rhode Island, 140. insufficiency of length of, in South Carolina, 143. not sufficiently long in Texas, 146. length of, in Vermont, 150. remarks relating to statistics of, 230. statistics of length of, in cities, 237-257. in California State normal schools, 412. length of, in Maine, 1103. See also Scholastic year. School trustees, requirements of, 173. School year. See Scholastic year and School term. School-houses. See School buildings. School-masters’ clubs, organization of, in Illi¬ nois, 419, 420. meeting of, in Michigan, 430. School-rooms should not be crowded, 163. Schools, signification of, in foreign countries, 1012. statistics of, in Maine, 1102. consolidation of, in Maine, 1103. statistics of, in Maryland, 1104. See also Public schools. Schools for the blind. See Blind. Schools for the deaf. See Deaf-mutes. Schools for the feeble-minded. See Feeble¬ minded. Schools of dentistry. See Dentistry. Schools of law. See Law. Schools of medicine. See Medicine. Schools of pharmacy. See Pharmacy. Schools of science, statistics of pupils in secon¬ dary schools preparing for, 482, 496-501, 507-517, 525-535, 543-567. statistics of pupils of secondary schools who have entered, 486-501. in universities, statistics of, 624. remarks relating to statistics of, 743. statistics of, 744-749. comparative statistics of attendance in, 750- 755. for colored people, statistics of, 993. for the colored race, list of, 998. in France, 1020. See also Land-grant colleges. j Schools of theology. See Theology. Schurr, John, city superintendent, Hutchinson, Kans., 233. Schurz, Mrs. Carl, mentioned, 839. Science, experimental method of teaching, 142. suggestions concerning teaching of, 425. study of, in Nashville (Tenm) College for Young Ladies, 602. increased equipment for instruction in, in University of Michigan, 658. facilities for instruction in, in Carleton Col¬ lege, 660. facilities for instruction in, in University of Minnesota, 660. increased equipment for instruction in, in Central College, 661. additions to equipment for instruction in, in Hamilton College, 667. increased equipment of department of* in University of Pennsylvania, 671. addition to facilities for study of, in Dickin¬ son College, 672. equipment for instruction in, in Lafayette College, 672. opportunities for study of, in University of South Carolina, 674. increased facilities for instruction in, 676. equipment of Virginia colleges for study of, 676. study of, in land-grant colleges, 737. statistics of degrees conferred in, 808-815. study of, in manual training schools, 900,902. instruction in, in Great Britain, 1022. teaching of, in Swiss schools, 1029. study of, by Rhode Island reading circle, 3073. See also Sciences and Scientific course. Science and art department, report of, in Great Britain, 1022. Science Hill School, statistics of, 606, 615. Sciences, order of study of, 434. statistics of pupils pursuing, in secondal-y schools, 482, 483, 484, 485,490. statistics of time assigned to, in secondary schools, 486-489, 491-493, 505. See also Science. Scientific apparatus, of public normal schools, statistics of value of, 464-471. of private normal schools, statistics of value of, 476, 478. statistics of value of, in secondary schools, 496-501, 518-524, 536-542, 568-582. of colleges for women, 585, 595, 614-621. of Nashville (Tenn.) College for Young La¬ dies, 602. statistics of value of, in colleges of liberal arts, 630, 696-712. in land-grant colleges, 722, 734. in schools of science, 744, 747-749. in schools of theology, 760. 770-775. in schools of medicine, etc., 784-787, 800-806. manipulation of, as manual training, 835. See also Apparatus. Scientific course, statistics of high school stu¬ dents preparing for, 314-334. statistics of pupils preparing for, in private normal schools, 472-475. in college, statistics of pupils in secondary schools preparing' for, 482,496-501,507-517, 525-535, 543-567. statistics of time assigned to studies of, in secondary schools, 486-489, 491-493. In colleges, ratio of students in, 634. in land-grant colleges, statistics of students in, 727. students in, In colleges for colored students, 992. See also Science. Scientific Department of the University of the City of New York, statement relating to, 749. Scientific publications of Johns Hopkins Uni¬ versity, 652. Scientific schools. See Schools of science. Scio (Ohio) College, statistics of, 690, 707. Scotland, early school attendance in, 211. educational periodicals in, 1008. | school population of, 1012. statistics of elementary education in, 1014* i 1016, 101S. INDEX, 1191 Scotland— Continued. provision for technical education in. 1023. inspection of secondary schools in, 1024. Scotland Academy, Dak., statistics of normal de¬ partment of, 416. Scott, Adrian, city superintendent, Blnckstone, Mass., 233. Scott, M. W., city superintendent, Binghamton, N. Y., 234. Scott, O. C., city superintendent, Oskaloosa, Iowa, quoted, 201. mentioned, 232. Scranton, Pa., statistics of evening schools in, 1 226. common school statistics of, 255, 268, 288, 311, 331. comparative statistics of common schools of, 356, 374. Scribner. Prof. F.L., mentioned, 674. Seabury Divinity School, statistics of, 764, 772. Seal Islands. Alaska, schools on, 1S7. Search, P. W., city superintendent, Sidnev, Ohio. 235. Seating capacity, statistics of, by States, 70, 71. See also Sittings. Seattle, Wash., statement relating to statistics ! of, 336. Seaver, Edwin P.. city superintendent, Boston. Mass., 233. Secondary schools, discussion relating to statis¬ tics of, 481. scholastic work of, 482. statistics of, 483-582. detailed view of, 502-506. better preparation for college by, 654. effect of regents’ examinations on prepara¬ tion for college in, in Xew York, 663. for colored pupils, statistics of, 992. for the colored race, list of, 997. in France, 1019. inspection of, in Scotland, 1024. system of. in Switzerland, 1026. See also High schools and Academies. Secretary of the Interior, letter from, 14. allotment of printing fund by, 16. letters of Commissioner of Education to, SO¬ SO, 40-42, 43-45. 46, 47-48, 49-53, 53, 57. Sectarian instruction, violation of law relating to, in Missouri, 118. Sedalia, Mo., common school statistics of, 248. 264, 2S2, 303, 324. comparative statistics of common schools of, 350. 370. Sedalia (Mo.) Universitv, statement relating to. 713. Seelye, O. C., city superintendent. Marshall. Mich., 234. Seelye, Dr. J. H., president of Amherst College, quoted, 658. Seguin, Mrs. E. M., mentioned, 972. Selma. Ala., common school statistics of, 237, 258. 271, 292, 314. comparative statistics of common schools of. 339,363. Selma (Ala.) University, statistics of, 678, 698. Seminaries, claim to distinction of, 481. statistics of, 483, 4S4. 485, 494-501, 507-582. double purpose of, 596. See also Colleges for women. Seminary for the Training of Kindergartners, Xew York, X. Y., statistics of. 480. Seminary of Our Lady of Angels, Xiagara Uni¬ versity. X. Y., statistics of, 766, 772. Seminary of St. Francis of Sales, St. Francis, Wis.. statistics of, 694, 712. statistics of, 769, 775. Seminary of the Sacred Heart, Chicago, HI., sta¬ tistics of, 604, 615. Semitic languages, instruction in. in Yale Uni¬ versity, 639. _ Seneca Falls, X. Y,, common school statistics of, 251, 266, 285, 307 , 327. comparative statistics of common schools of. 353, 372. Serven, A. E.. city superintendent, Waterloo, X. Y.. 235. Service of teachers, length of, in Xew Jersey, 436. Seton Hall College, South Orange, X. J., state¬ ment relating to, 713. I Sewing, instruction In, In District of Columbia, 104. should be taught in Pennsylvania, 140, number of pupils studying, in Alaska, 190. course in, in Moline, Ill., 813. share of, iu manual training, 850. elementary course in, in Xew York City, 854. course in, in Washington, D. C., 861. statistics of, in city schools, 875, 877. place of, in course of study, 876. cost of introducing, in city schools, 878, 879. instruction in, in New Haven, Conn., 880. instruction in, in the several cities, 880. See also Manual training. Sex of teachers. See Male teachers and Female teachers. Sexton, Dr. Samuel, mentioned, 945. Seymour, Fred, city superintendent, Watertown, X. Y., 235. Seymour, Ind., common school statistics of, 241, 260, 275, 297, 318. comparative statistics of common schools of, 343, 365. Shamokin, Pa., statement relating to statistics of, 336. Sharon, Pa., statement relating to statistics of, 336. Sharpless, Isaac, mentioned. 672. Sharpsburg, Pa., common school statistics of, 255, 268, 283. 311, 331. comparative statistics of common schools of, 357, 374. Shaw, Mrs. Pauline, mentioned, 820. Shaw University, statistics of, 688, 706. industrial training in, 995. Shawan, J. A., city superintendent, Mt. Yemon, Ohio, 235. Sheakley, Hon. James, Ft. Wrangell, Alaska, mentioned, 11, 184, 192. Sheats, Wm.X., corfnty superintendent, Gaines¬ ville, Fla., 232. Shebovgan, Wis., common school statistics of, 257, 270, 291, 313, 333. comparative statistics of common schools of, 359. 376. Sheffield Scientific School of Yale University, statistics of, 724, 731, 734. information relating to, 738. Sheib, E. E., president of Louisiana State Xormal School, quoted, 175. mentioned 450, 674. Shelby, Ohio, statement relating to statistics of, ShelbyvBle, Ind.. common school statistics of, 241, 250, 275, 297, 318. comparative statistics of common schools of, 343, 365. Shelby ville (Tenn.) Female College, statistics of, 612, 620. Sheldon, Prof. E. A., mentioned, S72. Shelley, W. H., city superintendent, York, Pa., quoted, 174. mentioned, 236. Shenandoah, Pa., common school statistics of, 255, 263. 288, 3H, 331. comoarative statistics of common schools of, 357, 374. Shepardson College, endowment fund of, 601. statistics of, 610. 619. Shepherd College State Xormal School, Shep- herdstown, W. Va„ statistics of, 463, 470. Shepley, Elizabeth C., mentioned, 1072. Sherman, Fred.. city superintendent, Pawtucket, E. L, 236. Sherman, Tex., common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 358, 375. Sherwood (Mich.) Xormal School, statistics of, 472, 477. Shiel, Bobert. city superintendent, Pittston, Pa.. 236. Shiells, Robert, city superintendent, Xeenah, Wis., 236. Shively, C. W., county superintendent, Astoria, Oregon, 235. Shoe-making, pupils studying, in schools for the deafj 915. in reform schools, 920. 1192 INDEX. Shop- work, statistics of students engaged in, in land-grant colleges, 726. course in, in Washington, D. C., 861. in the several cities, 880. See also Manual training. Shorter College, Rome, Ga., statistics of, 604, 615. Shreveport, La., statement relating to statistics of. 335. Shull, John E., principal, Hoosiek Falls, N. Y., 234. Shull, S. E., city superintendent, South Easton, Pa., 236. Shuqualak (Miss.) Female College, statistics of, 608, 617. Shurtlelf College, statistics of, 680, 699. Sidney, Ohio, statistics of evening schools in, 226. common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Silliman Collegiate Institute, information relat¬ ing to, 597. statistics of, 606, 616. Silvers, Elihu B., city superintendent, Rahway, N. J., 234. Simonson, R.B. D., city superintendent, Louisi¬ ana, Mo., 234. Simpson, John, city superintendent, Mansfield, Ohio, 235. Simpson College, statistics of, 682, 700. Sinclair, N. A. , city superintendent, Fayetteville, N. C., 235. Sing Sing, N. Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. Singing, importance of, 178. physical effects of, 394. . instruction in, in French elementary schools, 903. See also Music. Sioux Falls, Dale., common school statistics of, 239, 259, 273, 294, 315. comparative statistics of common schools of, 341, 364. Sioux City, Iowa, common school statistics of, 242, 261, 276, 297, 319. comparative statistics of common schools of, 344, 366. Sites. See Grounds. Sitka, Alaska, statistics of schools of, 181, 189, 190. school property in, 183. public schools in, 185. school attendance in, 192. new school-house in, 193. Sitka (Alaska) Industrial Training School, in¬ dustrial education in, 181. experimental farm for, 182. work of, 186. statistics of, 189, 190. agricultural station desired for, 193. report on, 1087. Sittings, statistics of, by States, 70, 71. remarks relating to statistics of, 230. statistics of, in cities, 25S-270. comparative statistics of, in cities, 339-361. See also Seating capacity and Accommoda¬ tions. Sixth conference of principals and superintend¬ ents of institutions for the deaf, 945. Slater Fund. See John F. Slater Fund. Slaton, W. F., city superintendent, Atlanta, Ga., quoted, 200,417. mentioned, 232. Slaughter, John, superintendent of public in¬ struction of Wyoming, 88. Slauson, H.M., city superintendent, Ooldwater, Mich., 233. Slocum, A. Gaylord, city superintendent, Corn¬ ing, N. Y., 234. Slojd instruction, methods and principles of, 848. See also Manual training. Small districts, objectionable in Texas. 147. Small schools, gradual disappearance of, in Rhode Island, 140. consolidation of, desired in Vermont, 152. See also Schools. Smith, A. IT., chairman of committee, West Springfield, Mass., 233. Smith, Adam, quoted, 907. Smith, Charles Lee, author of historical mono¬ graph, 40. mentioned, 1116. Smith, E. H., city superintendent, Fargo, Dak., 232. Smith, Edward, city superintendent, Syracuse, N. Y., 235. Smith, Frank M., State superintendent of pub¬ lic schools of Tennessee, 88. mentioned, 115. digest of reports of, 144-146. quoted, 157, 162, 1074. Smith, Frank M., city superintendent, Jackson, Tenn., 236. Smith, J. W., city superintendent, Bay City, Mich., 233. Smith, T. A., city superintendent, Beloit, Wis., 236. Smith College, Northampton, Mass., advance¬ ment of higher education of women by, 586. statistics of, 587, 594. art schools in, 591. Snow, B. B., city superintendent, Auburn, N.Y., 234. mentioned, 440. Snyder, W. R., city superintendent, Muncie, Ind., 232. Snyder, Win, S., city superintendent, Johns¬ town, N. Y., 235. Snyder, Z. X., city superintendent, Reading, Pa., 236. Solomon, Dr., director of Naas Normal School for Slo.jd Instruction, quoted, 830. Society for the Collegiate Instruction of Women. See Harvard Annex. Somerville, Nathan, city superintendent, Sher¬ man, Tex., 236. Somerville, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. Somersworth, N. II., common school statistics of, 249, 265, 283, 304, 325. comparative statistics of common schools of, 351, 370. Soule Female College, statistics of, 612, 619. South, public education in the, 20-33. influence of University of Virginia upon, 38. historical educational literature scarce in, 54. assistance needed for the, 167. education of the colored race in, 988. South Australia, statistics of elementary educa¬ tion in, 1014, 1016, 1018. South Bend, Ind., common school statistics of, 241, 260, 275, 297. 318. comparative statistics of common schools of, 343, 365. South Bethlehem, Pa., common school statistics of, 255, 268, 288, 311, 331. compara tive statistics of common schools of, 357, 374. South Carolina, mention- of history of education in, 39. history of education in, 42-45. common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. digest of school report of, 143. names of city superintendents in, 233. common school statistics of cities of, 255, 269, 289, 311, 331. comparative statistics of city common schools in, 357, 361, 875, 377. receipts of, from Peabody Fund, 397, 398. statistics of normal schools in, 403, 405, 406, 462, 469, 472, 478. training of teachers in, 450. statistics of secondary schools in, 484, 485, 488, 490, 494, 496, 498, 501, 516, 523, 534, 542, 563, 580. statistics of colleges for women in, 585,610, 619- statistics of colleges of liberal arts in, 628, 630, 634. 692, 708. college of liberal arts in, 673. INDEX, 1193 South Carolina— Continued. I distribution of college students of, 714, 717. i-esidence of college students in, 716-720. statistics of land-grant colleges in, 722, 724, 726, 727, 732, 734. statistics of schools of science in, 744, 746, 748. comparative statistics of college attendance in, 751, 754, 755. statistics of schools of theology in, 759, 760, 768, 774. statistics of law schools in, 777, 778, 780, 782. statistics of schools of medicine, of dentis¬ try, and of pharmacy in, 785, 792, 802. statistics of degrees conferred in, 812. statistics of kindergartens in, 818. statistics of schools for the deaf in, 915, 947, 953, 957, 959, 961. statistics of schools for the blind in, 917, 964, 967, 969, 970, 971. statistics of industrial schools in, 922. statistics of business colleges in, 928. education of colored people in, 988, 989, 991- 994, 997, 998. educational periodical in, 1008. teachers’ reading circles in, 1074. monograph on higher education in, 1116. South Carolina College, honorable standing of, 43. excellence of, 44. information relating to, 673. statistics of, 692, 709. South Carolina College of Agriculture and Me¬ chanic Arts, effect of Hatch bill upon, 729. statement relating to, 736. South Carolina Military Academy, statistics of, 746, 748. South Carolina University, normal department of, 450. South Easton, Pa., common school statistics of, 255, 268, 288, 311, 331. comparative statistics of common schools of, 357, 374. South Georgia College of Agriculture and the 1 Mechanic Arts, statistics of, 731, 734. ! South Hadley, Mass., statement relating to sta¬ tistics of, 335. | South Kentucky College, statistics of, 682, 701. !; South Kingstown, R. I., common school statis¬ tics of, 255, 268, 289, 311, 331. comparative statistics of common schools of, 3d/ , 37o. South Manchester, Conn., statement relating to statistics of, 335. South Norwalk, Conn., statement relating to statistics of, 335. Southbridge, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263,-279, 301, 322. comparative statistics of common schools of, 347, 368. I • Southern Baptist Theological Seminary, statis¬ tics of, 762, 770. ■ Southern education, problems in, 20-33. Southern Female College, La Grange, Ga., sta¬ tistics of, 604, 615. Southern Female College, Petersburg, Va., sta¬ tistics of. 612, 629. ■ Southern Illinois Normal University, free tui¬ tion in, 404. statistics of, 460, 465. Southern Indiana Normal College, statistics of, 472, 476. Southern Medical College, Atlanta, Ga., statis¬ tics of, 7S8, 800. Southern Normal School and Business College, i Bowling Green, Kv., statistics of, 472, 477. Southern University, Greensborough, Ala., statement relating to, 713. Southern University, New Orleans, La., statis¬ tics of, 684, 702. Southington, Conn., statement relating to sta¬ tistics of, 335. Southland College and Normal Institute, statis¬ tics of, 459, 464. South-West Baptist College, statistics of, 686, 704. South-West Georgia Agricultural College, sta¬ tistics of, 731, 734. classical course in, 737. South-Western Baptist Universitv, statistics of, 692, 709. South-Western Presbyterian University, statis¬ tics of, 692, 709. South-Western State Normal School, California, Pa., statistics of, 462, 469. South-Western States, monographs in prepara¬ tion upon education in, 54. South-Western University, Georgetown, Tex., admission of women in, 675. statistics of, 694, 711. Spain, educational periodical in, 1010. Sparks, Edwin E., city superintendent, Martin’s Ferry, Ohio, 235. Spartanburg, S. C., new school-house in, 143. Spaulding, Albert D., city superintendent. Brat- tleborough, Vt.,236. Spaulding, Randall, city superintendent, Mont Clair, N. J., 234. Special classes, industrial departments in schools for, 912. education of, 944. See also Deaf and Blind, etc. Special schools in France, 1020. Special teachers, desired for physical training in District of Columbia, 104. for manual training, 876. Specialist instruction, system of, at William Penn Charter School, 504. Specking, B. J., city superintendent, Washing¬ ton, Mo., 234. Spelling, number of pupils studying, in Alaska, 190. discussion relating to study of, 436. Spelman Female Institute, Atlanta, Ga., indus¬ trial training in, 996. Spencer, David, author of historical monograph, 53. mentioned, 1116. Spencer, Mass., statement relating to statistics of, 33o. Spoor, Kirk, city superintendent, Escanaba, Mich., 234. Spring Garden Institute, Philadelphia, Pa., sta- » tistics of, 746, 748. Spring Hill College, course of study of, 636. statistics of, 678, 696. Springfield, Ill., common school statistics of, 241, 260, 275, 296, 317. comparative statistics of common schools of, o48, 36o. Springfield. Mass., departmental instruction in, 197. statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. course in sewing in, 851. introduction of manual training in, 865. statistics of manual training in, 875, 877-879. manual training in, 8S2. Springfield, Mo., common school statistics of, 248, 264, 282, 303, 324. comparative statistics of common schools of, 350, 370. Springfield, Ohio, common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Springfield (Mass.) Manual Training School, or¬ ganization of, 894. course of study of, 895. Springfield (Me.) Normal School, statistics of, 460, 466. StafFord. Conn., common school statistics of, 239, 259, 273, 293, 315. comparative statistics of common schools of, 341, 364. Stamford, Conn., statistics of evening schools in, 224. common school statistics of, 239, 259, 273, 293, 315. comparative statistics of common schools of, 341, 364. Stamford (Ky.) Female College, statistics of, 606, 615. Stanley, E., city superintendent, Lawrence. Kans., quoted, 200. mentioned, 233. 1194 INDEX, Stanton, D. H., secretary of board of education, Malone, N. Y., 235. Stapleton, N. Y., statement relating to statistics of, 335. Starkville (Miss.) Female Institute, statistics of, 608, 617. Starkweather, S. W., city superintendent, West Chester, Pa., 236. Starling Medical College, statistics of, 792, 802. Starr, J. F., city superintendent, Butler, Mo., 234. State agents, duties of, in Massachusetts, 1107. State Agricultural and Mechanical College, Au¬ burn, Ala., statistics of, 724, 726, 727, 731, 734. effect of Hatch bill upon. 728. information relating to, 737. State Agricultural and Mechanical College of Texas, statistics of, 724, 726, 727,732, 734. effect of Hatch bill upon. 729. State Agricultural College, Fort Collins, Colo., statistics of, 724, 726, 727, 731, 734. effect of Hatch bill upon, 728. State aid, difference of opinion concerning, 50, 51. history of, 56, 57. statistics of, to colleges of liberal arts, 630, 696-712. to land-grant colleges, 722, 734. to schools of science, 744, 747, 748. to law schools, 777, 781, 782. to schools of medicine, etc., 784-787, 800-806. needed by Massachusetts towns, 1106. See also State appropriations. State apportionment, time of, in Arkansas, 93. remarks relating to statistics of, 230, 231. See also Permanent funds and State appro¬ priations. State appropriations, necessity for local taxation relieved by, 362. statistics of, to normal schools, 405, 464-471. to secondary schools, 518-524,536-542,568-582. to colleges for women, 594, 614-621. to universities, 624, 627. to University of North Dakota, 644 to Ohio colleges, 669. asked for University of Texas, 675. to land-grant colleges, increase in, 724. to Massachusetts Institute of Technology, 741. to manual training schools, statistics of, 909. See also State aid and State apportionment and Appropriations. State board of education, composition of, in Louisiana, 113. State College, Athens, Ga., information relating to, 644. State Colored Normal School, Fayetteville, N. C., statistics of, 461, 468. State Colored Normal School, Goldsborough, N. C., establishment of, 441, statistics of, 461, 468. State Colored Normal School, Salisbury, N. C., statistics of, 461, 468. State common school statistics, 61-88. State Female Normal School, Farmville, Va., statistics of, 463, 470. State Industrial Home for Girls, Adrian, Mich., notes relating to, 978. State Industrial School, Golden, Colo., notes re¬ lating to, 978. State Mining School, Houghton, Mich., statis¬ tics of, 745, 747. State Normal and Industrial School, Huntsville, Ala., statistics of, 459, 464. State Normal and Industrial School, Tuskegee, Ala., remarks relating to, 409. statistics of, 459, 464. State Normal and Training School, Cortland, N. Y., statistics of, 461, 468. State Normal and Training School, Farmington, Me., statistics of, 460, 466. State Normal and Training School, Fredonia, N. Y., statistics of, 461, 468. State Normal and Training School, Geneseo, N. Y., statistics of, 461, 468. State Normal and Training School, New Paltz, X. Y., statistics of, 461, 468. State Normal and Training School, Oswego, N. Y. , statistics of, 461, 468. State Normal and Training School, Potsdam, N. Y., statistics of, 461, 468. State Normal School, Albanv, N. Y., statistics of, 461, 467. I Stale Normal School, Ashland, Oregon, statistics of, 462, 469. ! State Normal School, Bloomsburg, Pa., statistics of, 462, 469. State Normal School, Bridgewater, Mass., sta¬ tistics of, 469, 466. State Normal School, Buffalo, N. Y., statistics of, 461, 467. State Normal School, Gastleton, Vt., improve¬ ment in curriculum of, 453. statistics of. 463, 470. State Normal School, Chico, Cal., building for, 410. statistics of, 459, 464. State Normal School, Edinborough, Pa., statis¬ tics of, 462, 469. ' State Normal School, Emporia, Kans., increased attendance in, 422. State Normal School, Florence, Ala., remarks relating to, 4G8. statistics of, 459, 464. State Normal School, Framingham, Mass., sta¬ tistics of, 460, 466. State Normal School, Glenville, W.Va., statis¬ tics of, 463, 470. State Normal School, Gorham, Me., statistics of, 460, 466. State Normal School. Holly Springs, Miss., sta¬ tistics of. 461, 467. State Normal School, Indiana, Pa,, statistics of, 462, 469. State Normal School, Jacksonville, Ala., statis¬ tics of, 459, 464. State Normal School, Johnson, Vt-., statistics of, 463, 470. State Normal School, Los Angeles, Cal., remarks relating to. 410. statistics of, 459, 464. State Normal -School, Madison, Dak., statistics of, 459,465. State Normal School, Mankato, Minn., increased facilities needed for, 431. statistics of, 461. 467. State Normal School, Milwaukee, Wis., statistics of, 463, 471. • State Normal School, Monmouth, Oregon, sta¬ tistics of, 462, 469. State Normal School, Montgomery, Ala., indus¬ trial training in, 995. State Normal School, Natchitoches, La., good work of, 424. 1 State Normal School, Oshkosh, Wis., statistics of, 463, 471. State Normal School, Platteville, Wis., statistics of, 463, 471. State Normal School, Plymouth, N. H., change in character of, 435. State Normal School, Plymouth, N. C., statistics of, 461, 46S. State Normal School, Randolph, Vt-., improve¬ ment in curriculum of, 453. statistics of, 463, 470. State Normal School, River Falls, Wis., statistics of, 471. State Normal School, Salem, Mass., statistics of, 460, 466. State Normal School, St. Cloud. Minn., increased facilities needed for, 431. statistics of. 461, 467. State Normal School, San Jos6, Cal., changes in curriculum of, 410. statistics of, 459, 464. j State Normal School, Terre Haute, Ind. , destruc¬ tion of building of, 420. I State Normal School, Troy, Ala., establishment of, 408. statistics of, 459, 464. State Normal School, Tuskegee, Ala., industrial training in, 995. State Normal School, West Chester, Pa., statis¬ tics of, 462, 469. State Normal School, West Liberty, W. Va., sta¬ tistics of, 463, 470. State Normal School, Westfield, Mass., statistics of, 460, 466. State Normal School, Whitewater, Wis., statis¬ tics of, 463, 471. State Normal School, Winona, Minn., service of graduates of. 399. increased facilities needed for, 43L \ statistics of, 461, 467. . INDEX, 1195 State Normal School, Worcester, Mass., statistics of, 461, 466. State Normal School, Ypsilanti, Mich., statis¬ tics of, 461, 466. State Normal School of the Methodist Episcopal Church in Nebraska, information relating to, 662. State scholarships, in universities, statistics of, 624, 627. in colleges of liberal arts, statistics of, 630, 678-695. in land-grant colleges, statistics of, 722, 731- 733. in Sheffield Scientific School, 738. in Massachusetts Institute of Technology, 741, 742. in schools of science, statistics of, 744-746. See also Scholarships. State School of Mines, Golden, Colo., statistics of, 745, 747. State superintendent, office force of, in Louisi¬ ana, 113. travelling expenses of, in Nevada, 125. power of, in Illinois, 1097. State superintendents, list of, 88. State supervision over private secondary schools, 505. State taxes, advantages of, 33. statistics of school revenue from, by States, 78. statistics of revenue per capita from, by States, SO. statistics of percentage of school revenues from, by States, 81. limited uses of money derived from, in Ala¬ bama, 90. recommendation relating to, in Alabama, 91. should be levied in Kansas, 112. payment of, should be enforced in Louisi¬ ana, 112. increase in, in New Jersey, 127. recohunended in North Carolina, 137. statistics of receipts from, in cities, 271-291. for universities, 623. for University of Colorado, 638. for Indiana University, 646. for colleges, desired in Ohio, 669. increase in, in Maryland, 1105. See also State appropriations and Taxation. State teachers’ reading circles. See Heading circles. State universities, remarks relating to statistics Of, 622, 623. State aid for, 623. departments of, endowed with land grant, 742. State University of Iowa, statistics of, 682, 700. State University of Nevada, statistics of, 686, 705. Statesville (N. C.) Female College, statistics of, 610, 619. Statistics, preparation of, in the Bureau of Edu¬ cation, 4. remarks relating to, 61. difficulty in securing, in Delaware, 100. lack of accuracy in, in Idaho, 108. difficulty in preparing, in Idaho, 109. required of commissioner of schools of Utah, 149. of evening schools, remarks relating to, 223. explanation of items in, 228-231. misconception of inquiries relating to, 398. of secondary schools, purposes of, 481. remarks relating to, of colleges for women, 5S4, 586. of kindergartens, 816. of manual training, 858. of education of colored race, 990. Staunton, Va., common school statistics of, 257, 269, 290, 313, 333. comparative statistics of common Schools of, .359, 376. Staunton (Va.) Female Seminary, statistics of, 612, 620. Stearns, J.W., mentioned, 1074. Steel, Edward T., president of board of educa¬ tion, Philadelphia, Pa., quoted, 209. Steele. W. L., city superintendent, Galesburg, Ill., quoted, 195. mentioned, 232. Steelton, Pa., statement relating to statistics of, 336. Steinbacli, W.D., city superintendent, Danville, Pa., 235. Stenography, instruction in, in business colleges, 927. Stephens Female College, statistics of, 608, 617. Sterling, Ill., common school statistics of, 241, 260, 275, 296, 317* comparative statistics of common schools of, 343, 365. Steubenville, Ohio, common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Stevens Institute of Technology, statistics of, 745, 747. Stevens’ Point, Wis., common school statistics of, 257, 270, 291, 313, 331. number of pupils per teacher in, 338. comparative statistics of common schools of, 359, 376. Stevenson, Charles C., superintendent of public instruction of Idaho, 88. Stevenson, Dr. R. W., quoted, 442. Stewart, J. A., city superintendent, Monroe, Mich., 234. Stewart, J. A., city superintendent, Port Huron, Mich., 234. Stewart, J. Q,., deputy State superintendent of public instruction of Pennsylvania, men¬ tioned, 115. quoted, 158. Stick-laying, course in, in Moline, Ill., S43. See also Manual training. Stillwater, Minn., common school statistics of, 247, 264, 281, 303, S23. comparative statistics of common schools of, 349, 369. statistics of manual training in, 875, 877, 878. manual training in, 882. Stinson, J. C., city superintendent, Gloucester, N. J., 234. Stockton, Cal., statement relating to statistics of, 335. Stockton (Cal.) Business College and Normal Institute, statistics .of, 472, 476. Stockwell, T. B., commissioner of public schools of Rhode Island, 88. mentioned, 115, 1071. digest of report of, 140-143. quoted. 157. 1 Stone, A. P., city superintendent, Springfield, Mass., quoted, 219. mentioned, 428. I Stone, Prof. William E., mentioned, 674. : Stoneham, Mass., common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. teachers’ meetings in, 428. | Stonington. Conn., statement relating to statis¬ tics of, 335. ! Storer College, Harper’s Ferry, W. Va., statis¬ tics of, 463, 470. I Storm Lake (Iowa) Normal and Business School, statistics of, 472, 476. Storr’s Agricultural School, statistics of, 745, 747. . Stoughton, Mass., common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. i Stoves, objections to use of, 216. j Straight University, statistics of, 684, 702. ! Stratford, Conn., common school statistics of, •239, 259, 273, 293. 315. comparative statistics of common schools of, 341, 364. j Stratton, F. E., mentioned, 1065. ‘ Straus, W. M., city superintendent, Parkers¬ burg, W. Va., 236. ; Strauss, Charles M., superintendent of public instruction of Arizona, 88. i Streator, Ill., common school statistics of, 241, 260, 275, 296, 317. comparative statistics of common schools of, 343, 36o. Streeter, R. M., city superintendent, Titusville, Pa., 236. | Strieder, Geo. W., secretary of board of educa,- tion, Bayonne, N. J., 234. 1196 INDEX. Stuart, A. W., city superintendent, Ottumwa, Iowa, 232. Stuart’s Female College, Shelbyville, Ky., sta¬ tistics of, 606, 615. Students, in kindergarten training schools, sta¬ tistics of, 479, 480. classification of, by studies in secondary schools, 482. in private secondary schools, statistics of, 483-485, 490, 494-501, 507-517, 525-535, 543- 567. number of, in all institutions for superior instruction, 583. in colleges for women, statistics of, 583, 585, 587, 595, 604-613. studies of, in Harvard Annex, 588. in universities, statistics of, 624, 627. in colleges of liberal arts, statistics of, 623, 634, 678-695. in universities and colleges, increase in number of, 632. in Johns Hopkins University, classification of, 652. of colleges, remarks relating to distribution of, by States, 713. in land-grant colleges, statistics of, 722, 724, 726, 727, 731-733. in schools of science, statistics of, 744-746. in colleges and scientific schools, ratio of, to population, 750-755. in schools of theology, statistics of, 758, 759, 761-769. in schools of medicine, etc., statistics of, 758, 783-799. in schools of law, statistics of, 758, 776-780. in business colleges, statistics of, 928-939. in normal schools for coloi’ed people, 991. Studies, remarks relating to, in Dakota, 98. discussion of, 178-180. number of pupils pursuing, in Alaska, 190. distribution of, at Sawin Academy and Dowse High School, 503. distribution of, in Harvard Annex, 588. relating to manual training, remarks relat¬ ing to, 838. See also Courses of study. Study, Justin N., city superintendent, Rich¬ mond, Ind., 232. Study, hours of, in Switzerland, 1027. Study of History in American Colleges and Uni¬ versities, interest awakened by, 36. Stultz, P. P., city superintendent, Mt. Vernon, Ind., 232. Substitute teachers, discussion relating to em¬ ployment of, 195. Suburban schools, discussion relating to, 222. See also Country schools. Summarized statistics, value of comparison with. 338. Summer normal schools, should be abolished, in North Carolina, 137. Summer schools, discussion relating to, 213. Summer schools for teachers, success of, in Massachusetts, 428. Summers, Prof. H. E., mentioned, 674. Sunbury, Pa., statement relating to statistics of, 336. Suncook, N. H., statement relating to statistics of, 335. Superintendent of Indian schools, duties of, 999. Superintendents, statistics of salaries of, by States, 82. may be removed in Louisiana, 113. remarks relating to statistics of salaries of, 230. convention of, in Louisiana, 425. meeting of, in Michigan, 430. meeting of, in New York, 440. meeting of, in Piqua, Ohio, 444. meetings of, in Pennsylvania, 448, 449. names of, of industrial schools, 922. of nurses’ training schools, 942. of schools for the blind. 96G. of institutions for the feeble-minded, 976. of reform schools, 984. See also State superintendents and County superintendents and City superintendents. Superior instruction, discussions and statistics of institutions for, 5S3-755, Supernumerary teachers, employment of. 195. Supervision, rule relating to, in Alaska, 10. need for improvement in. in Arkansas, 93. provision for expenses of, increased in Lou¬ isiana, 113. new law relating to, in Michigan, 115. necessity for, in Missouri, 117, 118. not effective in Montana, 120. defective character of, in Nevada, 124. recommendation relating to, in Nevada, 125. defective character of, in North Carolina, 135. need of more effective, in Pennsylvania, 139. poor character of, in Texas, 147. remarks relating to, in Vermont, 152. discussion relating to, 17L-173. impossibility of, in Alaska, 191. statistics of cost of, in cities, 292-313. discussions relating to, 381. remarks relating to, 386. legal provisions for, in Massachusetts, 1107. See also Superintendents. Supervision and teaching. See Tuition. Surdam, Charles E., city superintendent, West New Brighton, N. Y., 235. Surface, A. .1.. city superintendent, East Liver¬ pool, Ohio, 235. Surgery. See Medicine. Surveying, statistics of students engaged in, in land-grant colleges, 726. See also Engineering. Susan, Charles T., city superintendent, Portage, Wis., 236. Suspension of pupils, objections to, 170. See also Discipline. Susquehanna, Pa., common school statistics of, 255, 268, 288, 311, 331. comparative statistics of common schools of, 35/, 3/4. Swarthmore (Pa.) College, statistics of, 692, 709. benefactions to, 671. Sutton, W. S., citv superintendent, Houston, Tex., 236. Sweden, manual training in, 829, 830. Swedish Theological Seminary, statistics of, 762, 770. Swimming, physical effects of, 394. Swineford, Hon. A. P., mentioned, 181,188,191. Switzerland, educational periodicals in, 1010. statistics of elementary education in, 1014, 1016, 1018. education in, 1025. Synodical Female College, Rogersville, Tenn., statistics of, 612, 620. Synodical Female Institute, Talladega, Ala., sta¬ tistics of, 604, 614. Syracuse, N. Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. Syracuse (N. Y.) Training School, statistics of, 461, 468. Syracuse (N. Y.; University, additions to library of, 667. statistic^ of, 688, 706. Systems of instruction for the blind, 962. T. Tabor (Iowa) College, statistics of, 682, 700. Tablet laying, course in, in Moline, Ill., S43. See also Manual training. Tacoma. Wash., common school statistics of, 257, 269. 291, 313, 333. large enrolment in, 337. comparative statistics of common schools of, 359, 376. Talbot. Howard A., citv superintendent, Merrill, Wis., 236. Talladega Ala., common school statistics of, 237.258,271,292,314. number of pupils per teacher iu, 338. comparative statistics of common schools of, 339, 363. Talladega (Ala.) College, industrial training in, 99G. Tallahassee, Fla., statement relating to statistics of, 335. Talliaferro, General William B., extract from letter of, 35. mentioned, 1115. INDEX, 1197 Tamaqim, Pa..cotrmion school statistics of, 255, 2CS, 289, 311,331. comparative statistics of common schools of, 357, 374. Tampa, Fla., statement relating to statistics of, 33o. Tappan, Dr. Eli T., mentioned, 1110. Tarbell, H. S., city superintendent, Providence, R.I.,236. Tarkio (Mo.) College, statistics of, GS6, 704. Tarrvtown, N.Y., common school statistics of, 251, 260, 2S5, 307, 327. comparative statistics of common schoolsof, 353. 372. Tash, Thomas, citv superintendent, Portland, Me., 233. mentioned, 425. Tasmania, statistics of elementary education in, 1014, 1016, 1018. Taunton, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. Taxable property, lack of, in the South. 25, statistics of value of, in cities, 271-291. See also Property. Taxation, unfavorable conditions for, in the South, 25. statistics of school revenues from, by States, 78. statistics of revenue per capita from, by States, SO. statistics of percentage of school revenue from, by States, 81. limit to, in Alabama, 90. injustice of local, in Kansas, 112. constitutional limit to, in North Carolina, 137. insufficient income from receipts from, in Utah, 150. See also State taxes and Local taxes and School taxes. Taylor, A. E.. city superintendent, Springfield, Ohio, 235. Taylor, Edward, city superintendent, Vin¬ cennes, Ind.,232. Taylor, George W., city superintendent, Nor¬ folk, Va., 236. Taylor. H. L., city superintendent. Canandaigua, N. Y., 234. Taylor, Dr. O. B., secretary board of school vis¬ itors, Manchester, Conn., 231. Taylor, Hon. R. L., quoted. 168. Taylor, S. S., city superintendent, St. Paul, Minn., quoted, 208, 219. mentioned, 234. Taylor, Miss Sarah M., mentioned, 425. Teachers, average number of pupils in attend¬ ance to each, by States, 67, 68. statistics of. by States, 75, 76. remarks relating to, in California. 94. remarks relating to. in Dakota, 9S. need of professional training of, in Dela¬ ware, 101. recommendations relating to, in Idaho. 108. proportion of females increasing in Minne¬ sota, 116. both males and females should be employed, 121. limit of age of, 124. limit to number of pupils to each, in Nevada, 125. increased efficiency of, in New .Tersey, 126. experience of, in New Jersey, 127. frequent changing of, in New York, 131. lack of proper provision for training, in North Carolina, 135. causes of insufficiency of, in North Carolina, 136. precautions in employment of, in Oregon, 138. tenures of office of, in Oregon. 139. both sexes should be employed, in Rhode Island, 141. qualifications of, in Rhode Island, 143. inferior quality of, in country schools of Vermont, 151. high character of, in Washington, 152, Teachers — Continued. uncertainty concerning paymentof, in West Virginia, 153. causes of inefficiency of, 163. should be school librarians, 165. discussion relating to, 173-175. must regulate school policy, 179. names of. in Alaska, 191. self-sacrifice of, in Alaska, 194. employment of substitutes for, 195. tenure of office of, 197. value of estimates of, in promotions, 208. disciplinary ability of, 217, 218. requisite qualifications of, in evening schools, 223. statistics of. in evening schools, 223-227. remarks relating to statistics of, 230. statistics of, in cities, 258-270. average number of pupils to each, 338. statistics of average attendance of pupils to each. 339-361. need of physical training for, 394. experience of, 400. lack of, for kindergartens. 406. condition of instrumentalities for improve¬ ment of, 408-45S. suggestions relating to employment of, 427. discussion relating to requirements of, 433. selection of, 444. professional qualifications of. 450, 452. preparation of, in Harvard Annex, 589. of Sloyd, S48. for manual training, expenditures for, 879, S80. in colored schools, statistics of, 9S9. number of, in colored schools, 994. qualifications of, in Indian schools, 1001. in foreign countries, statistics of, 1016. employment of, in Alaska, 1092. statistics of, in Colorado, 1993. excellence of, in Colorado, 1094. statistics of, in Connecticut, 1095. unsatisfactorv character of, in Connecticut, 1096. statistics of. in Hlinois, 1097. in Indiana, 1100. in Maine, 1102. improved qualifications of, in Maine, 1103. statistics of, in Maryland, 1105. in Massachusetts. 1106. better standard of qualifications of, in Mas¬ sachusetts, H07. statistics of, in New Jersey, 1109. in Ohio, 1110. in Virginia, 1111. See also Instructors and Teaching force and Male teachers. Teachers’ associations, should be established in Oregon, 139. educational progress shown by, 379. work and character of. 380. See Educational associations. ; Teachers^ certificates. See Certificates of teach¬ ers. Teachers’ contracts. See Contracts with teach¬ ers. i Teachers’ councils, organization of, in North Carolina, 441. : Teachers’ examinations. See Examination of teachers. ] Teachers’ institutes, great aid to teachers in Florida from, 4S. recommendation relating to salaries of con¬ ductors of, 99. legal provision for. in Louisiana, 114. voluntary but effective in Missouri. 118. appropriation wanted for, in Nevada, 125. payment for time spent in, 125. great benefits from, in New York. 131. recommendation relating to, in North Caro¬ lina, 136. should be held in Oregon, 139. attendance in, in Tennessee, 145. discussion relating to, 3S2-38S. appropriations from Peabody Fund for, 397, 398. work in, in Alabama, 409. improvements needed in, in California, 41L suggestions relating to, 413. new law concerning, in Colorado, 413, 1198 INDEX, Teachers’ institutes— Con tinued . number of, in Connecticut, 414. two series of, in Dakota, 416. increased favor for, in Florida, 417. for both races, in Georgia, 418. large number of, in Illinois, 419. suggestions for improvement of, 421. good work of, in Iowa, 422. number of, in Kansas, 422. new laws concerning, in Kentucky, 423. in Louisiana, 424. growth of appreciation of. in Michigan, 429. satisfactory work of, in Minnesota, 432. number of, in Missouri, 433. proceedings of, in Montana, 434. interest in, in Nevada, 434. popularity of, in New Hampshire, 435. marked improvement in, in New York, 439. suggestions relating to, 440. character and work of, in North Carolina, 441. programme for, 444. Pennsylvania plan of, 447. great good done by, in South Carolina, 451. success of, in Tennessee, 452. recommendations relating to, in Texas, 453. praiseworthy work in, in Virginia, 454. suggestions for improvement of. 455. increased efficiency of, in West Virginia, 455. report relating to, in Wisconsin, 456. stress laid upon art of teaching in, 458. See also County institutes. Teachers’ meetings, in Alabama, 409. in Colorado, 414. in Dakota, 417. in Georgia, 417, 418. in Illinois, 419. in Louisiana, 424. in Massachusetts, 428. in Mississippi, 433. objects of, 444. in Rhode Island, 450. in Wisconsin, 456. See also Educational associations. Teachers’ reading circles. See Reading circles. Teachers’ Seminary, Woodville, Ohio, statistics of, 472, 477. Teachers’ study classes, suggestion relating to, 457. Teachers’ training classes. See Training classes. Teachers’ training course, statistics of students in, in city high schools, 314-334. See also Training of teachers. Teaching, definition of art of. 452. Teaching force, increase ofi in Mt. Holyoke Seminary, 598. numerical strength of, in colleges, 622, 623. proportionate strength of, in Amherst Col¬ lege, 658. of colleges, the proper economy in, 663. See also Teachers. Technical education, act providing for, in Scot¬ land, 1023. in British India, 1030. See also Professional schools. Technical School of Cincinnati, Ohio, 746, 748. objects of training in, 891. statistics of, 893, 896, 898, 900, 904, 909. Temperance instruction, present status of, in Delaware, 101. regulation relating to, in Florida, 106. enforcement of law relating to, in Idaho, 109. generally given in Michigan, 115. more general interest in, in Minnesota, 116. text-books for, in Vermont, 151. discussion relating to, 175. number of pupils receiving, in Alaska, 190. See also Physiology and hygiene. Temple, Edward L., city superintendent, Rut¬ land, Vt., 236. Tennessee, ’common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81. 82, 84, 85, 86. digest of school reports of, 144-146. township system favored in, 157, national aid needed for, 168. names of city superintendents in, 236. common school statistics of cities of, 255, 269, 289, 311, 331. comparative statistics of city common schools in, 357, 361, 375, 377. receipts of, from Peabody Fund, 397, 398. Tennessee — Continued. statistics of normal schools in, 403, 405, 406, 462, 469, 472, 478. statistics of kindergarten training schools in, 408, 480. training of teachers in, 452. statistics of secondary schools in, 483, 484, 485, 490, 495, 497, 499, 501, 516, 523, 535, 542, 563, 564, 580, 581. statistics of colleges for women in, 585, 612, 619, 620. statistics of colleges of liberal arts in, 628, 630, 634, 692, 694, 708, 710. colleges of liberal arts in, 674. distribution of college students of, 714, 718. residence of students in colleges of, 716-720. ‘ comparative statistics of college attendance in, 751, 754, 755. statistics of schools of theology in, 759, 760, 768, 774. statistics of law schools in, 777,780, 782. statistics of schools of medicine, of dentis¬ try, and of pharmacy in, 785, 786, 787, 792, 796, 798, 803, 805, 806. statistics of degrees conferred in, 812. statistics of kindergartens in, 818, 819, 823. statistics of schools for the deaf in, 915, 947, 953, S57, 959, 961. statistics of schools for the blind in, 917 , 964, 967, 969, 970, 971. statistics of industrial schools in, 922. statistics of business colleges in, 928, 938. education of colored people in, 988, 989, 991, 992,994,997,99s. 4 educational periodicals in, 100S. decease of reading circle in, 1074. Tenure of office of teachers, need of a mote se¬ cure, in New York, 131, 440. should be more secure, 197. unsatisfactory in Kentucky, 424. effect of district system upon, 432, paper relating to, 448. in Indian schools, 1001. in Switzerland, 1027. Terre Haute, Ind., common sehool statistics of, 241, 260, 275, 297, 318. comparative statistics of common schools of, 343, 365. Territorial Normal School, Spearfish, Dak., sta¬ tistics of, 459, 465. Territorial Normal School, Tempe, Ariz., sta¬ tistics of, 459, 464. Territorial superintendent of district schools, abolishment of office of, in Utah, 149. Terry, J. L,, principal of Teachers’ Training School, St. Paul, Minn., quoted, 196. Texarkana, Ark., common school statistics of, 237, 258. 271, 292, 314. comparative statistics of common schools of, 339, 363. Texas, common school statistics of, 62, 63, 66, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. digest of school report of, 146-148. township system desired in, 159. advantages of county superintendence in, 173. names of city superintendents in, 236. common school statistics of cities of, 255, 269, 289, 312, 332, comparative statistics of city common schools in, 357, 361, 375, 377. receipts of, from Peabody Fund, 397, 398. normal element in teaching corps of, 400. statistics of normal schools in, 403, 405, 406, 463, 470, 474, 478. training of teachers in, 452. statistics of secondary schools in, 483, 485, 488, 490, 495, 497, 499, 501, 516, 523, 535, 542, 565, 581. statistics of colleges for women in, 585, 612, 620. statistics of colleges of liberal arts in, 628, 630, 634, 694, 710. colleges of liberal arts in, 675. distribution of college students of, 714, 718. residence of students in colleges of, 716-720. statistics of land-grant colleges in, 722, 724, 726, 727, 732, 734. comparative statistics of college attendance in, 752, 755. INDEX. 1199 Texas— Continued. statistics of law schools in, 777, 780, 783. statistics of degrees conferred in, 812. statistics of kindergartens in. 810, 823. statistics of schools for the deaf in, 915, 918, 953, 957, 959, 961. Statistics of schools for the blind in, 917,964, 967, 969, 970, 971. statistics of business colleges in, 928, 938. education of colored people in, 9S8, 989, 991, 992, 993, 997. educational periodical in, 1008. Texas State Normal School (Sam Houston Nor¬ mal Institute), statistics of, 463, 470. Texas Wesleyan College, statistics of, 694, 711. Text-books, character of, for Alaskan schools, 11. uniformity of, desired in Arkansas, 93. results of constitutional amendment relating to, in California, 94, 95. township uniformity of, desired in Dakota, 98. county uniformity satisfactory in Idaho, 108. difficulties experienced with, in Louisiana, 112. State publication would not be successful in Nevada, 124. constant improvement in, in New Jersey, 129. action of State board in relation to, in South Carolina, 143. no county uniformity in, in Tennessee, 144. district and county uniformity in, in Texas, 147. new series of, in Utah, 148. general satisfaction with system of, in West Virginia, 154. should be provided for indigents, in West Virginia, 155. discussion relating to, 176-178. names of cities furnishing, 258-270. statistics of expenditures for, in cities, 292- 313. State series to be used in California State normal schools, 411. State uniformity in, not favored in Nebraska, 434. legislation relating to, in Colorado, 1094. See also Free text-book system. Thanksgiving donation, satisfactory results of, in Missouri, 119. Thatcher Institute, statistics of, 684, 702. Thayer, Jesse B., State superintendent of public schools of Wisconsin, quoted, 73, 157. mentioned, 88, 115, 458. digest of report of, 155. Thayer Academy, South Braintree, Mass., courses of study in, 503. Thayer School of Civil Engineering (Dartmouth College), statistics of, 745, 747. Theological Course in Fisk University, statis¬ tics of, 769, 775. Theological Course in St. Vincent’s College, sta¬ tistics of, 767, 775. Theological Department of Allen University, Columbia, S. C., statistics of, 768, 775. Theological Department of Atlanta (Ga.) Bap¬ tist Seminary, statistics of, 762, 770. v Theological Department of Biddle University, statistics of, 766, 772. Theological Department of Bishop College, statement relating to, 776. Theological Department of Blackburn Uni¬ versity, statement relating to, 776. Theological Department of Central Tennessee College, statistics of, 769, 775. Theological Department of Central Wesleyan College, statistics of, 764, 772. Theological Department of Chattanooga (Tenn.) University, statistics of, 768, 775. Theological Department of Concordia College, Conover, N.C., statement relating to, 776. Theological Department of German-English College, statement relating to, 776. Theological Department of German Wallace College, statistics of, 766, 774. Theological Department of Griswold College, statistics of, 762, 770. Theological Department of Hillsdale College, statistics of, 764, 772. Theological Department of Howard University, statistics of, 762, 770. : Theological Department of Loland University, statistics of, 702, 770. Theological Department of Lincoln University, statement relatiug to, 776. Theological Department of Livingstone College, statistics of. 766, 774. Theological Department of Lombard Univer¬ sity, statistics of, 762, 770. Theological Departmentof McKondree College, statistics of, 762, 770. Theological Department of Mercer University, statement relating to, 776. Theological Department of Roger Williams University, statistics of. 769, 775. Theological Departmentof St. Augustine’s Nor¬ mal School, statistics of, 706, 772. Theological Department of St. Viateur’s College, statistics of, 762, 770. Theological Department of Selma (Ala.) Uni¬ versity, statistics of, 761, 770. Theological Department of Shaw University, statistics of, 766, 774. Theological Department of ShurtlefF College, statistics of, 762, 770. Theological Department of Straight University, statement relating to, 776. Theological Department of Talladega (Ala.) Col¬ lege, statistics of, 761, 770. Theological Department of the University of the South, statistics of, 769, 775. Theological Department of Trinity (N. C.) Col¬ lege, statistics of, 766, 774. Theological Department of Trinity University, statement relating to, 776. Theological Department of Ursinus College, statistics of, 766, 775. Theological Department of Vanderbilt Univer¬ sity, statistics of, 769, 775. Theological Department of Yale University, sta¬ tistics of, 761, 770. Theological Institute, Santee Agency, Nebr., statistics of, 764, 772. Theological School of Cumberland University, statistics of, 768, 775. Theological Seminary, New Orleans, La., state¬ ment relating to, 776. Theological Seminary of St. Sulpice and St. Mary’s University, statistics of, 764, 772. Theological Seminary of the Evangelical Luth¬ eran Church in Philadelphia, statistics of, 766, 775. Theological Seminary of the General Assembly of the Presbyterian Church in the United States, Columbia, S. C., statistics of, 768, 775. Theological Seminary of the General Synod of the Evangelical Lutheran Church in the United States, Gettysburg, Pa., statistics of, 767, 775. Theological Seminary of the Reformed (Dutch) Church in America, statistics of, 764, 772. Theological Seminary of the Reformed Church in the United States, Meadville, Pa., sta¬ tistics of, 767, 775. Theological Seminary of the Reformed Presby¬ terian Church, Allegheny, Pa., statistics of, 766, 774. Theological Seminary of the Presbyterian Church, Princeton, N. J., statistics of, 764, 772. Theological Seminary of the Protestant Episco¬ pal Church in the Diocese of Kentucky, statement relating to, 776. Theological Seminary of the Protestant Episco¬ pal Church of Ohio, statistics of, 766, 774. Theological Seminary of the South, Newberry (S. C.) College, statistics of, 768, 775. Theological Seminary of the United Presbyte¬ rian Church, Allegheny, Pa., statistics of, 766, 774. Theological Seminary of Wilberforce Univer¬ sity, statement relating to, 776. Theology, previous training of students of, 756. statistics of schools of, 758-776. statistics of degrees conferred in, 808-815, statistics of schools of, for colored people, 993. list of schools of, for the colored race, 998. Thiel College, statistics of, 692, 70S, 1200 INDEX. Thomas, C. B., city superintendent, East Sagi¬ naw, Mich., quoted, 220. mentioned, 234. Thomas, D. W., city superintendent, Elkhart, Ind., 232. Thomas, E. E., city superintendent, Woonsock¬ et, R. I., quoted, 176. Thomas, L. A., city superintendent, La Salle, 111., 232. Thomas, Price, city superintendent, Union City, Tenn., 236. Thomnston, Conn., common school statistics of, 239, 259. 273, 293. 315. comparative statistics of common schools of, 341, 364. Thomasville, Ga., statement relating to statis¬ tics of, 335. ■* Thomasville (X. C.) Female College, statistics of, 610, 619. Thompson, E. C., city superintendent, Saginaw, Mich., 234. Thompson, Prof. R. E., mentioned, 639. Thompson, Woodville E., State superintendent of public instruction of Arkansas, 88. digest of report of, 91-94. quoted, 158, 171. Thompson, Conn., statistics of evening schools in, 224. common school statistics of, 239, 259, 273, 293, 315. comparative statistics of common schools of, 341, 364. Thompson ville, Conn., statement relating to statistics of, 335. Thornton, Wm. M., chairman of faculty of the University of Virginia, letter from, 39. Thomwell, Dr. James H., mentioned, 43. Thoroughness, discussion relating to, 197-199. Thorp, D. R. A., city superintendent, Ottawa, 111., 232. Ticonderoga, X. Y., statement relating to statis¬ tics of, 335. Tidioute, Pa., effects of manual training in, 871. statistics of manual training in, 875, 877, S78. manual training in. S85. Tiffany, J. O., city superintendent, Attlebor¬ ough, Mass., 233. Tiffin, Ohio, common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Tilden Seminary, statistics of, 60S, 617, Tillotson, D. C., city superintendent, Topeka, Kans., quoted, 220. Tillotson Collegiate and Xorinal Institute, Aus¬ tin, Tex., statistics of, 474, 478. Tilton, F. W., mentioned, 1072. Time, distribution of, among studies of second¬ ary schools. 486-489, 491-493. Time of instruction in schools for the deaf, 955- 1 957. in schools for the blind, 968. in institutions for the feeble-minded, 976. in reform schools, 9S4. Tinglev, Geo. H., Jr., city superintendent, Louis¬ ville, Ky„ 233. Titles, misapplication of, 434. Titusville, Pa., common school statistics of. 255, | 268, 289, 311, 331. comparative statistics of common schools of, 357, 374. Todd. C. A., secretary, Xew Milford, Conn., 232. Toledo, Ohio, common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, I 355, 373. instruction in cooking in, 851. Toledo (Ohio) Medical College, statistics of, 792, j 802. Toll, Wm. E., city superintendent, Waukegan, j Ill., 232. Tombstone, Arlz. , statement relating to statistics , of, 335. Tomlin. L.. city superintendent, Parsons, Kans., 233. Tonawanda, X. Y., common school statistics of, 251, 266, 2-85, 307, 327. comparative statistics of common schools of 353, 372. ' Tool instruction, share of, in manual training, ’ 845. Tools, pupils studying use of, in Alaska, 190. knowledge of use of, desirable, 835. for manual training, cost of, 87S. expenditures of manual training schools for, 909. Topeka, Kans., common school statistics of, 2*3, 261, 277, 293, 319. * comparative statistics of common schools of, 345, 366. Topical method of instruction, favored in Ten¬ nessee, 452. Torrington, Conn., common school statistics of, 239, 259, 273, 294, 315. comparative statistics of common schools of, 341, 364. Total attendance, remarks relating to, bv States, 68. statistics of, by States, 69. basis of apportionment in Xew York, 133. should be basis of apportionment in Oregon, 139. manner of determining, 229. statistics of, in cities, 237-257. See also Attendance. Towanda, Pa., statement relating to statistics of, 336. Town clerks, must distribute books, in Xew York, 131. Towne Scientific School (University of Pennsyl¬ vania), statement relating to,’ 749. Township outlines, for teachers’ institutes in In¬ diana, 383. Township system, advantages of, 93. recommended for Dakota, 97. desired in Delaware, 101. adoption of. desired in Michigan, 115. desired in Minnesota, 117. good results following adoption of, in Xew Hampshire, 125. advocated for adoption in Vermont, 15L discussion of. 157-159. desired in Michigan, 430. approved in Xew Hampshire, 436. favored in Illinois, 109S. adoption of, desired in Maine, H04. See also District system. Township trustees, law relating to appeals from, in Alabama, 9L unfitness of, as school officers, in Indiana, 1101. See also Trustees. Tracy, F. X., city superintendent, Kankakee, Ill.. 232. Tracy City, Tenn., new school building in, 145. Trade, statistics of persons employed in, in the North and the South, 29-31. Trade schools, discussion relating to, 923. See also Manual training. Trades, not taught in American manual training schools, 889. j Training Class for Kindergarten Teachers, Lan¬ caster, Pa., statistics of, 480. ; Training Class for Kindergartners, Milwaukee, Wis.. statistics of. 480. Training Class of Chicago (Ill.) Froebcl Kinder¬ garten Association, statistics of, 479. Training Class of Free Kindergarten Associa¬ tion, Cincinnati, Ohio, statistics of, 480. Training Class of Southern Academic and Kin¬ dergarten Institute, Xew Orleans, La., sta¬ tistics of, 479. Training classes, in public normal schools, sta¬ tistics of, 403, 460-463. statistics of pupils in, in private normal schools, 406, 472—475. Training of teachers, lack of facilities for, in Delaware, 101. provision for, in Xevada,123. provision in academies for, in Xew York, 131. provision should be made for, in colleges, 133. lack of, in Xorth Carolina, 135. should be provided for, in North Carolina, 136. discussion relating to, 379—480. See also Normal schools and Teachers’ train¬ ing course. INDEX. 1201 Training school, need of, in Newport, It. I., 450. Training School for Kinderga'rtners, New York, N, Y., statistics of, 480. Training-School lor Kindergartners, Syracuse, N. Y., statistics of, 480. Training School for Teachers, Reading, Pa., sta¬ tistics of, 462, 400. | Training schools for Indians, statistics of, 1003. Training schools for nurses. Sec Nurses’ train¬ ing schools. Transeau, S., city superintendent, Williamsport, Pa., 236. Transportation, statistics of persons employed in, in the North and the South, 29-31. Transportation of children, provision for, desired in Vermont, 152. Trefry. Wm. D. T., chairman of school board, Marblehead, Mass., 233. Trendley, F., city superintendent, Youngstown, Ohio. 235. Trent, William P., mentioned, 3S. Trenton, Mo., statement relating to statistics of, 335. Trenton, N. J., statistics of evening schools In, 226. common school statistics of, 249, 265, 283, 305, 326. comparative statistics of common schools of, -351,371. kindergartens desired in, 822. Tribal relations of Alaskan Indians, 1047. Trinidad, statistics of elementary education in, 1014, 1016, 1018. Trinity College, Hartford, Conn., information relating to, 640. statistics of, 678, 697. Trlnitv (N. C.) College, information relating to, 668. statistics of, 688, 707. Trinity University, statistics of, 694, 711. Tri-State Normal College, Angola, Ind., statistics of, 472, 476. Troy, Ala., new normal school in, 408. Trov. N. Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353. 372. Troy, Ohio, statement relating to statistics of, 336. Truancy, discussion relating to, 219-222. discussed by Michigan superintendents, 439. See also Non-attendance and Compulsory education. Truancy agents. See Truant officers. Truant officers, appointment of, desired in Dis¬ trict of Columbia, 102. appointment of, in Rhode Island, 141. desired for Alaska, 183. employment of, desired in Alaska, 192. Sec also Compulsory education. Truant schools, favored in New York, 440. discussion relating to, 220, 222. See also Compulsory education. Trustees, law relating to vacancies in, in New York, 134. of State normal schools in California, powers ' of, 410. See also Local trustees. Tucson, Ariz., statistics of evening schools in, 224. common school statistics of, 237, 258, 271, 292, 314. comparative statistics of common schools of, 339, 363. cost of tuition in, 362. Tufts, James, chairman school committee, Mon- son, Mass., 233. Tuft’s College, statistics of, 684, 703. Tuft’s College Divinity School, statistics of, 764, 772. Tuition, statistics of cost of, by' States, 82. cost of, on per capita basis, by States, S4. statistics of ratio of cost of, to total school expenditure, by States, 85. statistics of expenditures for, in cities, 292- 313. remarks relating to comparative statistics of cost of, 362. comparative statistics of cost of, in cities, 363- 378. See also Tuition fees and Salaries of teachers and Salaries of superintendents. 76 ED Tuition fees, required in public schools in Utah, 148. injury to public schools by, in Utah, 149. remarks relating to statistics of, 230. statistics of receipts from, in city schools, 271-291. remarks relating to statistics of, In public normal schools, 404. statistics of, in private normal sohools, 406, 476-478. in public normal schools, 464-471. in kindergarten trainiug schools, 479, 480. in colleges for women, 585, 595, 614-621. receipts of universities from, 621, 627. receipts of colleges of liberal arts from, 630, 696-712. in Little Rock (Ark.) University, 637. reduction of, in Wabash College, 617. exemption from, in University of Iowa, 648. reduction of, in Western University of Penn¬ sylvania, 671. statistics of, in colleges of liberal arts, 696-712. receipts of land-grant colleges from, 723, 734. receipts of schools of science from, 744, 747, 748. receipts of schools of theologv from, 760, 770- 775. receipts of law schools from. 777, 781, 782. receipts of schools of medicine from, 784- 787. 800-806. statistics of, in manual training schools, 898, 899. receipts of manual training schools from, 909. in New York trade schools, 926. statistics of, in business colleges, 930-939. receipts of schools for the deaf from, 960. receipts of schools for the blind from, 971. receipts of schools for the feeble-minded from, 977. receipts of reform schools from, 986. See also Tuition. Tulane University of Louisiana, information relating to, 650. statistics of, 684, 702. Turner, E. M., president of West Virginia Uni¬ versity, quoted, 163. Tuscaloosa, Ala., common school statistics of, 237, 258, 271, 292, 314. comparative statistics of common schools of, 339, 363. Tuscaloosa (Ala.) Female College, statistics of, 604, 614. Tutwiler, Miss Julia, mentioned, 409. Twin Valley College, statistics of, 690, 707. Twitm^er, Edwin, city superintendent. Brad- dock, Pa., 235. Twitmyer, Geo. W., city superintendent, Hones- dale. Pa., 235. Tvler, Wm. N., secretary pro tern-port , Wake¬ field, Mass., 233. Tyrone, Pa., common school statistics of, 255, 268, 289, 311, 331. comparative statistics of common schools of, 357, 374. U. Unalaklik, Alaska, schools in. 187. Undergraduate students, in colleges, statistics of, 634. distribution of, in University of Michigan, 659. Unexpended funds. See Balances. Unga, Alaska, statistics of schools of, 181, 189, 190. public school in, 183. new school-house in, 193. Ungraded schools, course of study for, in Wis¬ consin, 156. See also Country schools. Uniformity of school system, lack of, in Dakota, 97. Uniformity of text-books. See Text-books. Union Biblical Institute, statistics of, 762, 770. Union Biblical Seminary, Columbus, Ohio, sta¬ tistics of, 766, 774. Union Christian College, statistics of. 680, 699. Union City. Ind., common school statistics of, 241, 260, 275, 297, 318. large school enrolment in, 337. comparative statistics of common schools of, 343, 365. 1202 INDEX. Union City, Tenn., common school statistics of, 255, 269, 289, 311,332. comparative statistics of common schools of, 357, 375. Union College, statistics of, 688, 706. Union College of Law of Chicago (Ill.) and North-Western Universities, statistics of, 778,781. Union Female College, Eufaula, Ala., statistics of, 604, 614. Union Female College, Oxford, Miss., statistics of, 60S, 617. Union schools, provision for training teachers in, in New York, 131. Union Theological Seminary, Hampden Sid¬ ney, Va,, statistics of, 769, 775. Union Theological Seminary, New York, N. Y., statistics of, 766, 772. Uniontown, Pa., statement relating to statistics of, 336. United Presbyterian Theological Seminary of : Xenia, Ohio, statistics of, 766, 774. United States, educational periodicals in, 1006, 1008. United States Military Academy, West Point, N. Y., mentioned, 57. statistics of, 749. United States Naval Academy, Annapolis, Md., mentioned, 57. statistics of, 749. Universities, great needs of, 36. chairs of pedagogy in, 448. remarks relating to statistics of, 622. statistics of, 624-627. in Switzerland, 1027. See also Colleges and Universities and col¬ leges. Universities and colleges, growth of, in 10 years, 632. memoranda relating to, 713. See also Universities and Colleges. University functions, proposed assumption of, j by Columbia College. 665. University Law School, University of North Carolina, statistics of, 779, 782. University Medical College, Kansas City, Mo., statistics of, 790, 801. University of Alabama, statistics of, 626, 678, 696. information relating to, 636. University of California, State taxation for, 623, 637. statistics of, 626, 678, 696. information relating to, 637. scientific department of, 742. University of Cincinnati, Ohio, new laboratories for, 669. statistics of, 690, 707. University of Colorado, State taxation for, 623. statistics of, 626, 67S, 697. information relating to, 638. University of Dakota, information relating to, 644. statistics of, 678, 697. University of Denver, statistics of, 678, 697. statistics of medical department of, 788, 800. University of Deseret •(Utah), president of, quoted, 149. no teachers’ certificates to graduates of, 150. statistics of, 694, 711. University of Des Moines, statistics of, 682, 699. University of Georgetown, D. C., statistics of medical department of, 788, 800. University of Georgia, statistics of, 626, 680, 698. information relating to, 644. Universitv of Illinois, statistics of, 626, 724, 726, 727, 731, 734. effect of Hatch bill upon, 728. information relating to, 736. University of Iowa, State taxation desired for, 623. statistics of, 626. information relating to, 648. University of Kansas, statistics of, 626, 682, 701. information relating to, 649. University of Louisville (Ky.), statistics of med¬ ical department of, 788, 801. University of Maryland, statistics of school of medicine of, 790, 801. statistics of dental department of, 796, 804. University of Michigan, influence of, 58. State taxation for, 623. statistics of, 626, 684, 703. information relating to, 658. organization of, 1045. University of Minnesota, statistics of, 626, 686, 703. information relating to, 659. effect of Hatch bill upon, 728. agricultural and mechanical courses of, 742. University of Missouri, statistics of, 627. 686, 704. University of Mississippi, statistics of, 626, 686, 703. courses of study in, 660. University of Nebraska, statistics of, 627, 686, 705. scientific department of, 742. University of Nevada, State taxation for, 623. statistics of, 627. effect of Hatch bill upon, 728. statement relating to, 736. University of New Mexico, statistics of, 688, 705. Universitv of North Carolina, mention of sketch ‘of. 41. statistics of, 627, 688, 706. information relating to, 667. University of North Dakota, information relat¬ ing to, 644. statistics of, 678, 697. University of Notre Dame, Ind., statistics of, 680, 699. University of Oregon, statistics of, 627, 690, 708. University of Pennsylvania, statistics of, 624, 692, 709. information relating to, 671. professional training in, 756. statistics of medical department of, 792, 802. statistics of dental department of, 796, 804. University of Rochester, N. Y., information re¬ lating to, 667. statistics of, 688, 706. University of South Carolina, statistics of, 627. organization of, 673. Universitv of Southern California, statistics of, 678, 696. University of Tennessee, statistics of, 627. additions to faculty of, 674. University of Tennessee and Agricultural and Mechanical College, statistics of, 692, 710. effect of Hatch bill upon, 729. statement relating to, 736. University of Texas, chair of pedagogy needed in, 453. statistics of, 627, 694, 711. information relating to, 675. University of theCity of NewYork, statisticsof, 688, 706. new professorships for, 667. statistics of medical department of, 790, 802. University of the Pacific, statistics of, 678, 697. University of the South, Sewanee, Tenn., encour¬ aging prospects of, 675. statistics of, 692, 710. University of the State of Missouri, statistics of, 627, 686, 704. University of the State of New York, informa¬ tion relating to, 663. University of Vermont and State Agricultural College, information relating to, 675. statistics of, 694, 711. statement relating to, 736. University of Virginia, description of mono¬ graph upon, 35-39. resolutions passed by faculty of, 39. influence of, 58. statistics of, 627, 694, 711. scientific equipment of, 676. statistics of medical department of, 792, 802. plan of organization of, followed in South¬ ern colleges, 807. University of Washington Territorv, statistics of, 694, 711. University of West Virginia, courses of study in, 676. University of Wisconsin, statistics of, 627, 694, 712. information relating to, 676. effect of Hatch bill upon college of arts of, 729. scientific department of. 743. University of Wooster, statistics of, 690, 707. Unprofitable work in graded school curricula, 457. INDEX. 1203 Upper Iowa University, statistics of, 682, 700. Urbana, Ohio, common school statistics of, 253, 267, 287, 309, Sjfc). comparative statistics of common sclioolsof, 355, 373. Urbana (Ohio) University, statistics of, 690, 707. Ursinus College, statistics of, 600, 708. Ursuline Academy, St. Louis, Mo., statistics of, 608, 617. Uruguay, statistics of elemetary education in, 1014, 1016, 1018. Utah, common school statistics of. 62, 64, 66, 68, 69, 71, 73, 74, 76. 77, 79, &>. 81, S3, 84, 85, 87. digest of school report of, 148-150. names of city superintendents in, 236. common school statistics of cities of, 256, 269, 290, 312, 332. comparative statistics ofcity common schools in, 358, 361, 375, 377. statistics of kindergarten training schools in, 40S, 480. statistics of secondary schools in, 485, 490, 495, 497, 499, 501, 516, 523, 565, 581. statistics of colleges of liberal arts in, 628, 630, 634, 694, 710. comparative statistics of college attendance in, 752. statistics of kindergartens in, 819, 823. statistics of schools for the deaf in, 915, 94S, 953, 957, 959, 961. statistics of business instruction in, 929. Utica, N. Y., statistics of evening schools in, 226. common school statistics of, 251, 266, 2S5, 307, 327. comparative statistics of common schools of, 353, 372. V. Vacation schools, discussion relating to, 213. Vallejo, Cal., common school statistics of, 238, 258, 272, 293, 315. comparative statistics of common schools of, 340,363. Valley Female College, Winchester, Va., statis¬ tics of, 612, 621. Valparaiso, Ind., common school statistics of, 241,260, 275, 297, 318. comparative statistics of common schools of, 343, 366. Valuation of property, in the North and the South, statistics of, 26. See also Assessed valuation. Vanderbilt University, statistics of, 624, 692, 710. information relating to, 674. statistics of department of dentistry of, 796, 804. Van Wert, Ohio, common school statistics of, 253,267,287,309,329. comparative statistics of common schools of, 355, 373. Vassar College, Poughkeepsie, N. Y., statistics of, 587, 594. Vaughan, Edwin, city superintendent, Clare¬ mont, N. H., 234. Venezuela, statistics of elementary education in, 1014, 1016, 1018. Ventilation, remarks relating to, in District of Columbia, 103. See also School buildings. Vermont, proportion of minors to total popula¬ tion of, 24. common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81. S2, 84, 85, 86. digest of school report of, 150-152. township system desired in, 159. statistics of evening schools in cities of, 227. names of city superintendents in , 236. common school statistics of cities of, 256, 269, 290, 312, 332. comparative statistics of citv common schools in, 358, 361, 375, 377. normal element in teaching corps of, 400. education of teachers of, 401. free tuition in normal schools of, 404. statistics of normal schools in, 403, 405, 463, 470. training of teachers in, 453. Vermont— Continued. statistics of secondary schools In, 483, 484, 485, 488, 490, 494 , 496, 498, 500, 501, 516, 523, 535, 542, 565, 566, 581 , 582. statistics of colleges for women in, 585, 612, 620. statistics of colleges of liberal arts in, 628, 630, 634,710. college of liberal arts in, 675. distribution of college students of, 714, 716. residence of college students in, 716-720. statistics of schools of science in, 744, 746, 748. comparative statistics of college attendance in, 751, 754. statistics of sclioolsof medicine, of dentistry, and of pharmacy in, 785,792, 803. statistics of degrees conferred in, 814. statistics of kindergartens in, 819, 823. statistics of reform schools in, 920, 980, 982, 984, 9S6. statistics of business colleges in, 928, 938. statistics of nurses’ training school in, 941, 942. education of colored people in, 994. educational periodical in, 1008. Vermont Medical College, statistics of, 792, 802. Vermont Methodist Seminary and Female Col¬ lege, information relating to, 602. statistics of, 612, 620. Veterinary Department, Harvard University, statistics of, 798, S06. Veterinary Department, University of Pennsyl¬ vania, statistics of, 798, 806. Veterinary surgerv, statistics of schools of, 787, 798, 806. schools of, in France, 1020. Vickers, Thomas, city superintendent, Ports¬ mouth, Ohio, 235. Vicksburg, Miss., common school statistics of, 247, 264, 281, 303, 323. comparative statistics of common schools of, 349, 369. Victoria, statistics of elementarv education in, 1014, 1016, 1018. Vilas, Hon. William F., Secretary of the Interior, letter from, 14. Villanova (Pa.) College, statistics of, 692, 709. Vincennes, Ind., common school statistics of, 24 L, 260, 275, 297, 318. comparative statistics of common schools of, 343, 366. Vernon, Conn., causes of irregular attendance in, 217. Virginia, history of education in, 35, 36. common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. statement concerning report of, 152. statistics of evening schools in cities of, 227. names of city superintendents in, 236. common school statistics of cities of, 256, 269, 290, 312, 333. comparative statistics of city common schools in, 358, 361, 376, 377. receipts of, from Peabody Fund, 397, 398. statistics of normal schools in, 403, 405, 463, 470. training of teachers in, 454. statistics of secondary schools in, 483, 4S4, 485, 48S. 490, 494, 496, 498, 500, 501, 517, 523, 535, 542, 566, 582. statistics of colleges for women in, 5S5, 612, 620. statistics of colleges of liberal arts in, 628, 630, 634, 694, 710. colleges of liberal arts in, 676. distribution of college students of, 714, 717. residence of college students in, 716-720. statistics of land-grant colleges in, 722, 724, 726, 727, 732, 734. statistics of schools of science in, 744, 746, 748. comparative statistics of college attendance in, 751, 754, 755. statistics of schools of theology in, 759, 760, 768, 774. statistics of law schools in, 777. 780, 782. statistics of schools of medicine, of dentistry, and of pharmacy in, 785, 792, 803. statistics of degrees conferred in, 814. statistics of kindergartens in, 818, 819. statistics of schools for the deaf in, 915, 947, 953, 957, 959, 961. 1204 INDEX. Virginia— Continued. statistics of schools for the blind in, 917, 964, 967, 909, 970, 971. statistics of business colleges in, 928, 938. education of colored people in, 988, 9S9, 991- 993, 997, 998. educational periodicals in, 1008. digest of school report of, 1111. monograph on higher education in, 1116. Virginia Agricultural and Mechanical College, statistics of, 724. 726, 727, 732, 734. effect of Hatch bill upon, 729. Virginia City, Nev., work of high school in, 123. common school statistics of, 248, 264, 282, 304, 325. comparative statistics of common schools of, 350, 370. Virginia Female Institute, Staunton, Va., sta¬ tistics of, 612, 621. Virginia Institution for the Education of the Deaf and Dumb and the Blind, changes in management of, 963. Virginia Military Institute, statistics of, 746, 748. Virginia Normal and Collegiate Institute, free tuition in, 404. appropriations for, 404. statistics of, 463, 470. Visalia, Cal., statement relating to statistics of, 335. Visitation of schools in Washington, 152. Vocal music. -See Music. Von Taube, Prof. G., quoted, 835, 836. Vrooman, W. H., acting superintendent, Ge¬ neva, N. Y., 234. W. Wabash College, establishment of, 50. information relating to 647. statistics of, 680, 699. Waco, Tex., common school statistics of, 256, 269, 290, 312, 332. comparative statistics of common schools of, 358, 375. Waco (Tex.) Female College, statistics of, 612, 620. Waddell, Dr. Moses, mentioned, 43. Wages earned by graduates of manual training schools, 907. Wagner Free Institute of Science, statistics of, 746, 748. Wait, Edward, city superintendent, Lansing- burg, N. Y., 235. Wake Forest (N. C.) College, statistics of, 688, 707. Wakefield, Mass., common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. Wales, statistics of elementary education in, 1014, 1016, 1018. Walhalla (S. C.) Female College, statistics of, 610, 619. Walker, General Francis A., mentioned, 428. quoted, 740, 837, 851. Walker, George W., city superintendent, Adrian, Mich., 233. Walker, P. R., city superintendent, Rockford, Ill., 232. Walker, S. T., mentioned, 945. Walla Walla, Wash., common school statistics of, 257, 269, 291, 3L3, 333. large enrolment in, 337. comparative statistics of common schools of, 359, 376. early kindergartens in, 819. Walling, C. E., school superintendent of Mor¬ gan County, W. Va., quoted, 160. Wallingford, Conn., common school statistics of, 239, 259, 273, 294, 315. comparative statistics of common schools of, 341, 364. Walthall (Miss.) Normal School, establishment of, 432. Waltham, Mass., statistics of evening schools in, 225. common school statistics of, 245, 2G3, 279, 301, 322. Waltham, Mass. — Continued. comparative statistics of common schools of, 347, 368. cost of tuition in, 362. manual training in, 865. Wappinger’s Falls, N. Y., statement relating to statistics of, 335. Ward’s Seminary for Young Ladies, Nashville, Tenn., statistics of, -612, G20. Ware, Mass., statement relating to statistics of, 335. Warren, Charles W., city superintendent, Lock- port, N. Y., 235. Warren, H. K., city superintendent, Hannibal, Mo., 234. Warren, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. Warren, Ohio, statement relating to statistics of, 336. ■Warren, Pa., common school statistics of, 255, 268, 289, 311, 331. comparative statistics of common schools of, 357, 374. Warrensburg, Mo., statement relating to statis¬ tics of, 335. Warsaw, Ind., training of teachers in, 420. Warwick, R. L, statement relating to statistics of, 336. Washburn College, Topeka, Kans., additions to equipment of, 649. statistics of, 682, 701. Washington, B. T., quoted, 995. Washington, George, plan of, for a national uni¬ versity, 37. Washington, common school statistics of, 62, 64, 66, 68, 69, 71, 73, 74, 76, 77, 79, SO, 81, 83, 84, 85, 87. digest of school report of, 152. names of city superintendents in, 236. common school statistics of cities of, 257, 269, 291, 313, 333. comparative statistics of city common schools in, 359, 361, 376, 377. statistics of secondary schools in, 483, 485, 490, 495, 497, 499, 501, 517, 524, 535, 567, 582. statistics of colleges of liberal arts in, 628, 630, 634, 694, 710. distribution of college students of, 714, 720. residence of students in colleges of, 716-720. comparative statistics of college attendance in,J752. statistics of degrees conferred in, 814. statistics of kindergartens in, 817, 823. statistics of schools for the deaf in, 915, 948, 953, 957, 959, 961. statistics of business instruction in, 929, 938. new facilities for instruction of deaf-mutes in, 944. educational periodicals in, 1008. Washington, D. C., manual training endorsed in, 166. methods of promotion in, 201. statistics of evening schools in, 224. common school statistics of, 239, 259, 273, 294, 316. comparative statistics of common schools of, 341, 364. construction work in, 326. course in cooking in, 852. manual training in, 861, 880. statistics of manual training in, 875, 877, 878. plumbers’ class in, 926. Washington, Ind., common school statistics of, 241, 260, 275. 297, 318. comparative statistics of common schools of, 343, 366. Washington, Mo., common school statistics of, 248, 264, 282, 303, 324. comparative statistics of common schools of, 350, 370. cost of tuition in, 362. Washington, Pa., common school statistics of, 255, 268, 289, 311, 331. comparative statistics of common schools of, 357, 374. INDEX. 1205 Washington and Jefferson College, statistics of, 692, 709. Washington and Lee University, mention of sketch of, 39. donations to, 676. statistics of, 69-1, 711. Washington College, Chestertown, Md., state¬ ment relating to, 713. Washington C. II., Ohio, common school statis¬ tics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 3d5, 3/3. Washington (Pa.) Female Seminary, statistics of, 610, 619. Washington (D. C.) Kindergarten Normal Insti¬ tute, statistics of, 479. Washington (D. C.) Normal School, statistics of, 459, 465. Washington University, St. Louis, Mo., informa¬ tion relating to, 661. statistics of, 636, 704. Waterbary, Conn., statement relating to statis¬ tics of, 335. Water-closets, improvement in character of, in Idaho, 108. legal requirement concerning, in New York, 133, See also Out-houses. Waterford, N. Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. Waterloo, N. Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. Waterloo (east side), Iowa, common school sta¬ tistics of, 242, 261, 276, 297, 319. comparative statistics of common schools of, 344, 366. Waterman. Wm. W., city superintendent, Clin¬ ton, Mass., 233. Watertown, Mass., statistics of evening schools in, 225. common school statistics of, 245, 283, 279, 301, 322. comparative statistics of common schools of, 347, 368. cost of tuition in, 362. official opinion of manual training in, S65. Watertown, N.Y., statistics of evening schools in, 226. common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. Watertown, Wis., statistics of evening schools in, 227. common school statistics of, 257, 270, 291,313, 334. comparative statistics of common schools of, 359, 376. first kindergarten in, 839. Water-works, system of, in University of Ala¬ bama, 636. Waterville, Me., statistics of evening schools in, 224. common school statistics of, 243, 262, 277, 299, 320. comparative statistics of common schools of, 345, 367. Watters, W. W., city superintendent, Leadville, Colo., 231. Waukegan, Ill., common school statistics of, 241, 260, 275, 296, 317. comparative statistics of common schools of, 343, 365. Waukesha, Wis., common school statistics of, 257, 270, 291, 313, 334. comparative statistics of common schools of, 359, 376. teachers’ institute in, 456. Wausau, Wis., statistics of evening schools in, 227. common school statistics of, 257, 270, 291, 313, 334. comparative statistics of common schools of, 359, 376. Waverly, N. Y., statement relating to statistics of, 335. Waylnnd Seminary, statistics of, 762, 770. Wayne County (Pa.) Summer Normal School, establishment and objects of, 447. Waynesburg. Pa., statement relating to statis¬ tics of, 336. Wealth, proportion of, to minor population in the North and the South, 24-26. Weavervillo (N. C.) College, statistics of, 688, 707. "Webster, A.F., city superintendent, Ludington, Mich., 234. Webster, H. S'., clerk board of education, Free¬ port, Ill., 232. Webster, j. O., secretary of school committee and inspector, Augusta, Me., 233. Webster, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, comparative statisticsof common schools of, 31 1 , 368. Wechawken, N. J., common school statisticsof, 249, 265, 2S3, 305, 326. comparative statistics of common schools of, 351,371. Weiske, H. A., Leipsic, quoted, 7 (foot-note). Welch Training School, New Haven, Conn., plan of work in, 414. statistics of, 459, 465. Wellesley (Mass.) College, advancement of higher education of women by, 586. statistics of, 587, 594. art schools of, 592. Wellington, Kans., statement relating to statis¬ tics of, 335. Wells, C. K., city superintendent, Marietta, Ohio, 235. Wells, S. S., secretary board of education, Car¬ thage, Mo., 234. Wells College, Aurora, N. Y., statistics of, 587, 594. Wells’ School for Teachers and School of Indi¬ vidual Instruction, Oregon, Ill., statistics of, 472, 473. Welsh, George W., city superintendent, Lancas¬ ter, Ohio, 235. Wesleyan Female College, Brownsville, Tenn., statistics of, 612. 619. Wesleyan Female College, Macon, Ga., informa¬ tion relating to, 596. statistics of, 604, 615. Wesleyan Female College, Murfreesborough, N. C., statistics of, 610, 618. Wesleyan Female Institute, Staunton, Va., sta¬ tistics of, 612, 621. Wesleyan University, Middletown, Conn., in¬ formation relating to, 640. statistics of, 67S, 697. West Australia, statistics of elementary educa¬ tion in, 1014. 1016, 1018. West Bav City, Mich., common school statistics of, 247, 263, 281, 302, 323. large enrolment in, 337. comparative statistics of common schools of, 349, 369. West Chester, Pa., common school statistics of, 255, 268, 2S9, 311, 331. comparative statistics of common schools of, 357, 374. West Des Moines (Iowa) Training School, sta¬ tistics of, 460, 465. West Gardiner, Mass., statement relating to sta¬ tistics of, 335. West Georgia Agricultural College, statistics of, 731, / o4. effect of Hatch bill upon, 728. West New Brighton, N. Y., common school sta¬ tistics of, 2-51, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. West Springfield. Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. large enrolment in, 337. comparative statistics of common schools of, 347, 368. West Troy, N. Y., statement relating to statistics of, 33d. West Virginia, common school statistics of, 62, 63, 65, 67, 69, 70, 72, 74, 75, 77, 78, 80, 81, 82, 84, 85, 86. 1 1206 INDEX. .West Virginia— Continued. digest of school report of, 153-155. operation of township system in, 158. names of city superintendents in, 236. common school statistics of cities of, 257, 269, 291, 313, 333. comparative statistics of city common schools in, 359, 361, 376, 377. receipts of, from Peabody Fund, 397, 398. normal element in teaching corps of, 400. beginners in teaching corps of, 401. statistics of normal schools in, 403, 405, 406, 463, 470, 474, 478. training of teachers in, 455. statistics of secondary schools in, 483, 484, 490, 494, 496, 498, 500, 517, 524, 535, 542, 567. statistics of colleges for women in, 585, 612, 621. statistics of colleges of liberal arts in, 628, 630, 634, 694, 712. college of liberal arts in, 676. distribution of college students of, 714, 717. residence of college students in, 71&-720. comparative statistics of college attendance in, 751, 755. statistics of law schools in, 777, 780, 782. statistics of degrees conferred in, 814. statistics of schools for the deaf in, 915, 947, 953, 957, 959, 961. statistics of schools for the blind in, 917, 964, 967, 969, 970, 971. statistics of business colleges in, 928, 938. education of colored people in, 98S, 989, 991, 994. educational periodical in, 1008. teachers’ reading circles in, 1074. West Virginia College, statistics of, 694, 712. West Virginia Normal and Classical Academy, statistics of, 474, 478. West Virginia University, statistics of, 627, 694, 712. Westborough, Mass., common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, 347, 368. Westbrook, Me., common school statistics of, 243, 262, 277, 299, 320. comparative statistics of common schools of, 345, 367. Westbrook Seminary and Female College, sta¬ tistics of, 606, 616. Westerly, R. I., statistics of evening schools in, 227. common school statistics of, 255, 268, 289, 311, 331. comparative statistics of common schools of, 357, 375. Western College, Toledo, Iowa, statistics of, 682, 700. Western Female Seminary, Oxford, Ohio, en¬ dowment fund of, 601. statistics of, 610, 619. Western Maryland College, statistics of, 684, 703. Western Normal College, Shenandoah, Iowa, statistics of, 472, 477. Western Normal University, Tremont City, Ohio, statistics of, 472, 477. . Western Pennsylvania Medical College, statis¬ tics of, 792, 802. Western Reserve Normal College, Wadsworth, Ohio, statistics of, 472, 477. Western Reserve University. Medical Depart¬ ment, statistics of, 792, S02. Western Seminary of the Reformed Church of America, statistics of, 764, 772. Western States, monographs in preparation upon education in, 54. Western Theological Seminary, Chicago, HI., statistics of, 762,770. Western Theological Seminary of the Presbyte¬ rian Church, Allegheny, Pa., statistics of, 767, 774. Western University of Pennsylvania, informa¬ tion relating to, 671. statistics of, 690, 708. Westfield, Mass., statistics of evening schools in, 225. common school statistics of, 245, 263, 279, 301, 322. Westfield, Mass.— Continued. comparative statistics of common schools of. I 347, 368. Westfield (Ill.) College, statistics of, 680, 6 Westminster College. Fulton, Mo., infor ition relating to, 661. statistics of, 686, 7C4. Westminster College, New Wilmington, Pa., sta- f tistics of, 692, 7u9. Westminster Seminarv, statement relatng to. fl 622. ' I Westminster (Md.) Theological Semina y, sta- I tistics of, 764, 772. Weston, George F., mentioned, 1073. Weymouth, Mass., common school statistics of, 245, 263, 279, 301, 322. comparative statistics of common schools of, ] 347, 368. What Cheer, Iowa, common school statistics of, I 242, 261, 276, 297, 319. comparative statistics of common schools of, I 344, 366. Wheaton (Ill.) College, statistics of, 680, G99. Wheaton Female Seminary, statistics of, f>00, 616. | Wheaton (Ill.) Theological Seminary, statistics of, 762, 770. Wheeling, W. Va., common school statistics of, 257, 269, 291, 313, 333. comparative statistics of common schools of, 359, 376. Wheeling (W. Va.) Female College, statistics of, ! 612, 621. Whitaker, J. R., city superintendent, Vallejo, Cal., 231. White, Andrew D., quoted, 41, 207. White, E. E., city superintendent, Cincinnati, Ohio, mentioned, 235, 428, 430, 443. White, Henry C., mentioned, 639. White, Prof. J. W„ mentioned, 655. White, Laselle H., city superintendent, Illon, N. Y., 234. White, S. H., principal of Peoria (Ill.) Normal School, quoted, 402. White Plains, N. Y., common school statistics of, 251, 266, 285, 307, 327. comparative statistics of common schools of, 353, 372. White population, ratio of college attendance to, 754, 755. See also Population. White Water, Wis., statement relating to statis¬ tics of, 336. Whitford, Rev. O. U., city superintendent, Westerly, R. I., 236. Whitehall, N. Y., statement relating to statis- , tics of, 335. Whitman, A.B., city superintendent, Appleton, Wis., 236. Whitman, O., citv superintendent, Red Wing, Minn., 234. Whitman College, statistics of, 694, 711. Whitney, Barney, city superintendent, Ogdens- burg, N.Y., 235. mentioned, 440. Whittemore, Henry, city superintendent, Wal¬ tham, Mass., 233. Whitworth, Henry, city superintendent, Belle- fontaine, Ohio, 235. Whitworth Female College, statistics of. 608, 617. Wichita, Kans., common school statistics of, 243, 261, 277, 298, 319. comparative statistics of common schools of, 345, 366. Wickersham, Dr. J. P., quoted, 447, 449. Wickham, F. 0.,-city superintendent, Cheboy¬ gan. Mich., 233. Wilberforce (Ohio) University, statement relat¬ ing to, 713. Wilcoxson, A., city superintendent, Stratford, Conn., 232. Wilbur, A.B., city superintendent, Middletown, N.Y.. 235. Wiles, A. T., city superintendent, Covington, Ky., quoted, 207. mentioned, 209, 233. Wiley, W. H., citv superintendent, Terre Haute, Ind.,232. Wilkes Barre, Pa., statistics of evening schools in, 226. INDEX. 1207 es Barre, Pa.— Continued. >mmon school statistics of, 255, 268, 289, 311, omparative statistics of common schools of, 357, 374. .mette University, statistics of, 690, 708. ,rd, E. C., school principal, Westerly, R. I., quoted, 196. am and Mary College, influence of mono¬ graph upon, 35. ‘organization of, 454. am Jewell College, statistics of, 686, 701. am Penn Charter School, reraarks relating to. 504. ams, O. S., city superintendent, Nashua, . N. H., quoted, 178. lentioned, 234. ams, P. L., commissioner of schools of Utah, 88. igest of report of, 148-150. uoted, 168, 170. ams College, Williamstown, Mass., statis¬ tics of, 684. 703. .amson, G. V., mentioned, 923. amson Trade School, Philadelphia, Pa., establishment of, 923. amsport, Pa., new school-house in, 139. immon school statistics of, 255, 268, 289, 311, 331. jmparative statistics of common schools of, 357, 374. ;titude towards manual training in, 871. mantic, Conn., statement relating to sta¬ tistics of, 335. s, W. A., city superintendent, Iowa City, Iowa, 232. lington, Del., statistics of evening schools in, 224. jmmon school statistics of, 239, 259, 273, 294, 316. roportion of male teachers in, 338. jmparative statistics of common schools of, 341,364. lington, N. C. , statement relating to statis¬ tics of, 335. Lington (Ohio) College, statistics of, 690, ,707. on, Edgar V., city superintendent, Athol, Mass., 233. on, Frank T., city superintendent, Still¬ water, Minn., 234. on, J. A., city superintendent, Brainerd, Minn., 234. on, Mrs. L. M., city superintendent, Des Moines (west side), Iowa, 232. on, S. B., city superintendent, Faribault, Minn., 234. on, W. E., city superintendent, Johnston, R. I., 236. on College, Chambersburg, Pa., statistics of, 610, 619. , Owen R. , city superintendent, South Beth¬ lehem, Pa., 236. mer, Arch- Abbot Boniface, death of, 672. jh. Geo. W., chairman board of school vis¬ itors, Enfield, Conn., 231. ohell, A. R., State chemist of West Virginia, extract from letter of, 8 (foot-note). Chester, Hon. Boyd, report of, 1025. Chester, Conn., statement relating to statis¬ tics of, 335. Chester, Ky., statement relating to statistics of, 335. Chester, Mass., statistics of evening schools in, 225. ommon school statistics of, 245, 263, 280, 301, 322. omparative statistics of common schools of, 348, 368. ost of tuition in, 362. aanual training in, 865, 882. tatistics of manual training in, 875, 877, 878. Chester, Va., common school statistics of, 257, 269, 290, 313, 333. omparative statistics of common schools of, 359, 376. Chester (Tenn.) Normal, statistics of, 694, 710. lham. Conn., statement relating to statistics of, 335. Winfield, Kans., common school statistics of, 248, 261, 277, 298, 819. comparative statistics of common schools of, 345, 366. Winn, John lh, city superintendent, Austin, Tex., 236. Winn. Wm. A., chairman school committee, Ar¬ lington, Mass., 233. Winnsborough, S.C., new scliool-liouse in. 143. Winona, Minn., common school statistics of, 247, 26-4, 281, 303, 323. comparative statistics of common schools of, 349, 369. Winslow, H. G., city superintendent, Racine, Wis., 236. Winston, N. C., common school statistics of, 251, 266, 285, 307, 328. comparative statistics of common schools of, 353, 372. Winthrop, Hon. Robert C., mentioned, 451. Winthrop Training School, useful career of, 450. statistics of, 462, 469. Wisconsin, mention of history of education in, 39. preparation of monograph on education in, 49. history of education in, 53. common school statistics of, 62, 63, 66, 67, 69, 70, 72, 74, 76, 77, 79, 80, 81, 82, 84, 85, 87. digest of school report of, 155. township system favored in, 157. statistics of evening schools in cities of, 227. names of city superintendents in, 236. common school statistics of cities of, 257, 270, 291, 313, 333. comparative statistics of city common schools in, 359, 361, 376, 377. State normal schools in, 382. normal element in teaching corps of, 400. statistics of normal schools in, 403, 405, 406, 463, 471, 474, 478. permanent fund of public normal schools of, 404. statistics of kindergarten training schools in, 408, 480. training of teachers in, 456. statistics of secondary schools in, 483, 484, 485, 488, 490, 495, 497, 499, 501, 517, 524, 535, 542, 567, 582. statistics of colleges for women in, 585, 612, 621. statistics of colleges of liberal arts in, 628, 630, 634, 694, 712. colleges of liberal arts in, 676. distribution of college students of, 714, 719. residence of students in colleges of, 716-720. comparative statistics of college attendance in, 752, 754. statistics of schools of theology in, 759, 760, 768, 774. statistics of law schools in, 777, 780, 782. statistics of schools of medicine, of dentistry, and of pharmacy in, 787, 798, 805. statistics of degrees conferred in, 814. statistics of kindergartens in, 817, 818, 819, 823. statistics of schools for the deaf in, 915, 948, 953, 954, 957, 959, 961. statistics of schools for the blind in, 917, 965, 967, 969, 970, 971. statistics of reform schools in, 920, 980, 982, 984, 986. statistics of business colleges in, 928, 938. education of colored people in. 994. educational periodicals in, 1008. number of colleges in, 1041. college system of, 1046. teachers’ reading circles in, 1074. monograph on higher education in, 1116. Wisconsin Female College, Fox Lake, Wis., sta¬ tistics of, 612, 621. Wisconsin Industrial School for Girls and Young Boys, notes relating to, 979. Wisconsin School for the Deaf, notes relating to, 946. Wise, H. A., city superintendent, Baltimore, Md., quoted. 208. 209, 214, 217, 426. mentioned, 233. Witmer, P. A., county examiner, Hagerstown, Md., 233. 1208 INDEX. I Witnesses may be subpoenaed by school com¬ missioners in New York, 134. Wittenberg College, new building for, 671. statistics of, 690, 707. Wittenberg Seminary, statistics of. 766, 774. Witter, F. M.. city superintendent, Muscatine, Iowa, 232. Woburn, Mass., statistics of evening schools in, 225. common school statistics of, 2-16, 263', 230, 301, 322. comparative statistics of common schools of, 348, 368. Wofford College, endowment of, 44. statistics of, 692, 709. Wolfe, L. E., citv superintendent, Moberly, Mo., 234. Woman’s Medical College of Baltimore, Md., statistics of, 790, 801. Woman’s Medical College of Chicago, Ill., sta- J tistics of, 788, 801. Woman’s Medical College of New York (N. Y.) j Infirmary, statistics of, 790, 802. Woman’s Medical College of Pennsylvania, sta- | tistics of, 792, 802. 'Women, movement for higher education of, 586. preference shown by, for colleges for men, i 588. admission of, to Little Rock (Ark.) Univer¬ sity, 637. admission of, to National Deaf-Mute College, 643. admission of, to Knox College, 646. admission of, to University of Kansas, 649. physical training of, in Colby University, 651. new hall for, at Kalamazoo (Mich.) College, 659. percentage of, in University of Michigan, 659. admission of, to University of Mississippi, 661. increased proportion of, in Cornell Univer¬ sity, 663. discussion of admission of, to Vanderbilt University, 674. admission of, in South-Western Universitv, 675. See also Female teachers and Colleges for women. Wood, R. W., city superintendent, Jeffersonville, Ind., 232. Wood, W. S., citv superintendent, Sevmour, Ind., 232. Woodbine (Iowa) Normal School and Academy, statistics of, 472, 477. Woodburn, James A., author of historical mono¬ graph, 49. Woodburv. N. H., city superintendent, Auburn, MeJ 233. Woodland, Cal., common school statistics of, 238, 258, 272, 293, 315. comparative statisticsof common schools of, 340, 363. Woodland College, statistics of, 608, 617. Woodruff, Wilford, president of the Mormon Church, mentioned, 150. Woodstock, Conn , statement relating to statis¬ tics of, 335. Woodstock (Md.) College, statement relating to, 776. Woodward, Hon. A. B., mentioned, 1045. Woodward, C. M., St. Louis, Mo., quoted, 838, 841, 8S6, 907. Wood-working, instruction in, in District of Co¬ lumbia, 105. * lessons in, in New Haven. Conn., 846. statistics of, in city schools, 875, 877, 878. place of, in course of study, 876. cost of introducing, in city schools, 878, 879. instruction in, in the several cities, 880. appliances for, in manual training schools, 900. See also Manual training and Carpentry. Woonsocket, R. I., free text-books in, 176. statistics of evening schools in, £27. common school statistics of, 255, 263, 289, 311, 331. comparative statistics of common schools of, ( 3o7, 375. Wooster, Ohio, common school statistics of, 253, 267, 287, 309, 329. | Wooster, Ohio — Continued, large enrolment in, 337. comparative statistics of common schools of. 355, 373. Worcester, Mass., good attendance in, 218. evening school attendance in, 223. statistics of evening schools in, 225. common school statistics of, 246, 263, 280, 30L, 322. comparative statistics of common schools of, 348, 368. official opinion of manual training in, 865. Worcester (Mass.) Polytechnic Institute, statis¬ tics of, 745, 747. Word-method of teaching reading, commended, ISO. commended in Tennessee, 452. Work, daily duration of, in schools for the deaf, 915. in schools for the blind, 917. in schools for the feeble-minded, 919. in reform schools, 920. Work- shop practice, in French apprentice schools, 888. in French elementary schools, 903. Worthington, Glenn H., city superintendent, Frederick, Md., 233. Wren, John B., chairman school committee, Randolph, Mass., 233. Wright, Hon? Carroll D., quoted, 55, 58. Writing, number of pupils studyiug, in Alaska, 190. teaching of, in primary schools, 452. elementary course in, in New Yrork city, 853. study of, in Imperial Technical School, 885. instruction in, in French elementary schools, 9C3. Yf urfcemberg, statisticsof elementary education in, 1014, 10.16, 1018. Wyandotte, Mich., common school statistics of, 247, 263, 2S1, 302, 323. comparative statistics of common schools of, 349, 369. Wyatt, H. D., city superintendent, Chattanooga, Tenn., 2S6. Wylie, W. B., city superintendent. Bowling Green, Kv.t 233. Wyoming, common school statistics of, 62.64,66, 67, 69, 70, 72, 74, 76, 77, 79. 80, 81, 83, 84, 85, 87. attendance in schools of, 156. names of city superintendents in, 236. common school statistics of cities oft 257, 270, 291, 313, 334. comparative statistics of city common schools in. 359. 361, 376,377. statistics of secondary schools in, 490, 497, 499, 501. statistics of colleges of liberal arts in, 634. comparative statistics of college attendance in, 752. X. Xenia, Ohio, statistics of evening schools in, 226. common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. 1 u Yakutat, Alaska, school in, 188. Yale University, information relating to, 638. statistics of, 624, 678, 697. contract of State of Connecticut with, 738. professional training in. 756. Yankton (Dak.) College, statistics of normal de¬ partment of, 416. Yonkers, X. Y., physical training in, 213. statistics of evening schools in, 226. common school statistics of, 2-51, 266, 285, 307, comparative statistics of common schools of, 353,372. discussion of manual training in, 869. York. Pa.. common school statisticsof, 255,268, 289,311,331. comparative statisticsof common schools of, 357,374. Ypsilanti. Mich., common school statistics of, 247,263,281,302, 323. INDEX. 1209 Ypsilanti, Mich.— Continued. • comparative statistic* of common schools of, 340, 369. Young. E. P., city superintendent, Tacoma, Wash., 236. Young, I. E., principal of public schools, New Rochelle, N.Y., 235. Young, J. B., city superintendent, Davenport, Iowa 232. Young, R. G., city superintendent, Waterloo (east side), Iowa, 232. Young Female College, Thomasville, Ga., statis¬ tics of, 604,6!o. Young people’s reading circle, organization of, in Indiana, 1060. Youngstown. Ohio, common school statistics of, 253, 267, 287, 309, 329. Youngstown, Ohio— Continued. comparative statistics of common schools of, 355, 373. Z. Zanesville, Ohio, common school statistics of, 253, 267, 287, 309, 329. comparative statistics of common schools of, 355, 373. Zeller, J. W., city superintendent, Findlay, Ohio, 235. Zettler, B. M., city superintendent, Macon, Ga., quoted, 196. mentioned, 232. Zinser, J. C., principal, Belvidere, Ill., 232. 77 ED O % v J FALVEY MEMORIAL LIBRARY VILLANOVA UNIVERSITY DATE DUE ^ - VILLANOVA UNIVERSITY L111.A3 ‘1M7-0M Llll • A3 1887-8 U. S. Bureau of Blue . Report of Comm. .F:

°.J = x> K 03 . ?> sfi OOOOlQ - O -J C h L^X O 0«M oo oo oo cw ooooooSooooaooB » oc co a6 oo oc ioS tsSto : • • XX XXX • • Ml 1 1 : oci : : §§fe : || j j : to to to ih hi o o : to CO to H N o o : d • rH |H : : I HHHHHHH i S : > co i?5 'f i ; cc co oo c :s§ I 00 oo 8 •2 J 1 •< j-ef •CD O o sffi O ©* hSH I! : !'S a i : • S : ◄ 1 : a" • ® i £ : s : r© 0 gS£g fifl >;« « Ph © © •* © 5 85? S^N S**|.s ^4 *r G H fcO-gJ tn ti < i.’C ® ”3 © 2 ’3 &► © g MnhOO J i s J2C« -° r-' cgS O . CC » c_bp > oji '© w P3 £«; © a “ S .a -a be e8 &33 « © © -©22 .> to (H o b - 2 Si © o £11 C<-CD 5-3 "«5 os.5-0 a sags fc.^3 a a 22-as !*,§§ £.i5 ® ^ si:£2 >>*:+■ ® © £ Ji b--" -a 2a 5 - G tg j ~ © 1—1 CD ^ ® fl b a § £ ■asf| ® o £ .•oa® O ~ © o ;o|iS‘®o£! 50 o M © 2 c-2c© O 5^ if 5?. .£®| C 3 & © o © feCDfi k-> : >> £ : g »>>©'« -C — -O © os © a a1-1 — « 5 s- s > g ©^ ! *® >>£ 5 ■*1 r* „• ^ C /3 •5c >,£§©-© * it'fl i. ©^-O c3 5 ©£©■0^:3© M s«afl©«. a &i al © © CD^ §& N © >-2 2 ggg©! o^J J © 5 ^ 2 a a ► a ^ TO C3 .r^ TT* §b CO CO CO CO ^ iC o COCOCOCO CO CO CO CO CO CO CO 00 05 O ^ M CO .. ... ^ tr 25 ® oo oo og oc oo O !^» .. oc co CO CO CO INCO^WO _ - _ r-ocoo^cqco o os C5 q o 05 ooooccr CO CO CO CO CO CO COCOCO' 8§ * Statistics of 1886-87. Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part I — Continued. 558 EDUCATION REPORT, 1887-88. Students. •[ooqogogij -uopg jo aSaqoQ ui asjnoo opijuaiog joj pun asmoQ iBoissBiQ aSajiOG joj SaijudaJG 16 1 • :iOC^WU10«00 : ID M(MWWlfi)OMQ050»OOONO cocor> «o h 10 b-o o o>i^h w w o 05 w ^ w i> Hr- 1 H^OiCOOI C^CIC^HQO Ci COHWOlOOlOr? O © GO O^NNCOOlOCSNCO^NH^OCOQOH^ H H H H H H H •aiBcuaG HWO MNH(ON. — 4 :oooocoh- ro co ^ i h 0 »— 1 i>» 0 X) CO CD . CO CO CO CO 00 Principal. M F. M. "Wilson, M. A . E. A. Parks . Rev. Arthur H. Flack, A. B., president. ’ F. Martens, secretary . John Kline, A. M . . G. R. Hammond, PH.D . T. K. Wright, ph. d . D. D. Warne . J. Fred. Smith, A. M . Rev. R. G. Strong . Mrs. M. S. Parks . Jos. E. King, d. d. , pii. D . C. V. Parsell . 1 Clias. H. Verrill, A. m., ph.d. Daniel C. Farr, A. m . J. H. Selden,A.M . Johnson Childs . C. L. Morey . Rev. James Pitcher, A. M . ,A. C. Hill, ph.d . J.W. Thomas, a.m . Name. * « Cincinnatus Academy . Claverack College and Hudson River Institute.* Poppenliusen Institute . Dundee Preparatory School . Starkey Seminary . Munro Collegiate Institute . Fairfield Seminary . t . . Mt. Beacon Academy . Erasmus Hall Academy . S. S. Seward Institute . Fort Edward Collegiate Institute* Clinton Liberal Institue . Delaware Literary Institute . Glens Falls Academy* . . Gowanda Academy . . . Greenville Academy* . Greenwich Union School . Hartwick Seminary . Cook Academy . Hudson Academy* . Location. H ; : fl fl : 1 1 8 \ 1 : W » M 5 £ g? * Is g li oc Claverack . . . 1 College Point . Dundee . . . . Eddytown . Elbridge . Fairfield . . . . . Fislikill-on-the-Hudson . Flatbush . . . Florida . Fort Edward . Fort Plain . Franklin . Glens Fails . Gowanda . Greenville . Greenwich . Hartwick Seminary . Havana . . Hudson . . . 133 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 559 .-igjt'.ociooko : t» i : ' ! a CO j : i 8 2 5 13 12 1G G 10 2 10 75 ’ i i i! COK5|£l»ttW£aOl©M'* sr : : : : !S !” !8§ 1 h j ; j • ; - Ifc i : CO jsss is i°°g I : : : : i3*d 5 j 82 il5SS ife : r~ : js j : : ggsssgggsdg 8 8 § 3 gSogSgggSgg 1 t» I sz 091 90 110 157 240 210 150 807 225 131 30 102 28& S883E:£8SSg - o a Cl $S8S82gc$gg 823 gssgssggsss g£° g§SS£gg*§S S CO g TP* ESSgSSSSSSg 70 15 80 8SS888gg32$ 3 S3 5 7 5 4 5 7 3 2 5 13 Cl o 3 UMlONIfilOMWOO 5 3 11 iscoot^cocoocico^eo T?*CiCO NIOMMMONNKO i> * CO N 2 2 4 1 3 3 1 5 5 ^ ^ Cl r* 13 Cl Cl O C- Cl CO fH Cl H Cl 3 2 2 1 2 1 1 2 3 IO Cl ^s* a 2 1 1 1 2 2 J 1 5 j 1 1 2 2 1 1 3 5 1 1 2 Cl i~l rH lliltllll! : 4 5 ! P.E . Non-sect.. Non-sect .. F. W. Hnp. Non-sect .. Non-sect .. Non-sect.. Meth . H • lad c g 3 : 3 3 3~ § c ^ : : : 111 «y a, ~ o Oh o S e o o o C £ o £ 5 o :0 . I** e£I g||i|8||ii i 1 i : i mmmm III lllllllilll III ii iais is i I i : j 1 1 mmm ii® iii min in ii Hi : : : mi = > s5 O d^cc ,ics of 1SSG-87. 560 EDUCATION REPORT, 1887-88. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 561 gj : c* r>. o :Ch-w : :§! lONCfiMMOOeMCji-OPrtfflrtM :'iC5fi> • = : 39 "‘*54 1 "**09* 1 68 13 45 203 17 24 . . 6 53 £ j j j Ms j \$ ifj j : : : ::::::: : §*”!I«!g§g8S382j$;S£8oS8S£38 gEgfSSSSSSggggggSSSS gggfcSSg orc:NFi:o?5wco»31-§£l^5wNcST?£5Fi?i ?!3888388&?i0SSggSiSS8 JgSSSS^SS SS2?S!:€§&S3§S83gSS;38 assess r"s'fio-cccNnf)i-inf'NNNNMK^Nr< ^.^^COWC^COlSO^-HC^CO^^C^t^COCO ■^roo-tns NNHCOWJIHMH -hNHHHHNNNHH : tlSHHr.HNSnH j jHNMrtSWN wnoh : o : NNf-.CCCOHHHHr-NlOHHHH irHrHr-lCO : *: : cun liiifij )i!l!!il!isii! cocco - O :s0050'Ec:o - Ja ■ mmwm p s 0 o s o e o : o Z o 5C . Non-sect .. M. E . Ii. O . R. C . Non-sect .. Friends .. Non-scct .. ilillil |||i|gi|8||ifi IIIIII1IIII11II1III Ill jili ! Nil ! Ms ! Ml n ! ! iiSl -siiiEisiiis ins is is in im S. 0. Lindsay . Bov. J. ivi. White, A. M . Wilbur 1C. Ormond . Kov. W.W.Orr, a.m . Richard II. Lewis, A. m., m. k. Rov. .Solomon Lea . H. F. Ketron, A. u . J. K. Hall . G. W. Greene . J. W. Gilliam . R. P. Johnson, A. M . J. A. and M. II. Iiolt . A. II. Haneblin, A. m . .. J. n. Moore . (). Alphonso Smith . W. S. Barnes . F. S. Blair . B. G. Marsh, A. n . 0. H. Spencet . N. W. Britton . A- B. Morgan . fi : g : : •g M il : * i ja! ; ; ! ;g i§ M e : l : : : i : B. t : : B: : f_:S : : I! M m2 -iMi mi ji £5 •’S 2 : = %<■ 5 : S=S5<^Il|-=iS ► ad3s;Mas^|Hd. s ^ s = ± £, =' : "he s £ J= -> isfi! 1 1 nielli i in H m i m m | m n j n i y i i 1 1 a : o : : : ►» :::::: i ^ : 3 t'g i 0 : S j!Wlii||i|iJj|iii 1 |ai jiaaii nil £«^gIgg^«Sl|^a||ld ogSe^M K» rr S-S'a^® = e 5 i Ii ili= in's ii is Jf!i him vZ5isS.z$&zi££i£iio £*£$££$■ mnmnmmmn mimiminirm mmi mmmisummm ! j 11! j ! UJti i ! S m ! ii m nysifimfiiUi l!lll!!l!l!i!!ii!il!l bIIbIIIIIIs’IIsIIIIIiI i 1 si ! ! H 1 i ;| j i ; H i 1 miiiiiji^iiliiiji 1 iiyiiirfiliiilj ill 5 £-2 l> Jaj-SS, is® ! J 5= §3^ = - X : S - .2 C.X : o a — ■§ ii § m|i- i |s 1*2 1 - -i% i iiii«iiiiiiiii3i« OIIEQON. Dallas . . Drain . Gervais . . Grande Rondo . Portland . Nowbevg . The Dalles . iiiiiiiniiiiiiiiiiii SSsSSSSESeSagSSSSSSg Islllll 36 ED 562 EDUCATION REPOET, 1887-88. § SSSSS32SSSSSBESS Is 8 STATISTICS OF PRIVATE SECONDARY SCHOOLS. 563 iM2SHl'S : : o OHr?< ygn M io rH ioeo icooo : : m oo IS 00 CO WNIt» M©Ot» Cl IS n^MNwao® ^ O CO H CO © ^ © Cl Cl - 'T ^ IS CO CO 0* 0* 0* 1© d CO lS d Cl dS5drHCS*IS«S co i© o* : o* ^ rH CO NM 0* Cl pH d 0*9© o rH 0* 0* 1-1 1©0* 0* : w HHHHOHU Cl HCf'Hr'S i\ \i 4 «§ a i : i : : S3 aU Is : : i y : :JJ 1 ill y mmn |! ! M|| il =? rH a *1 i Ofc : d £ S :*3 o : • 12? |S 21 ii 45 . 12 IKISIS 1871 1734 II i III 3 III 1111 || llllllll nun II 11 i §H il- I ill :rH-i II il n i i i| | in ini is DilSf IIS1 Hi if sr lif Ulf H m ii ■=; hi hi1 i1 ® i! j* 8 •: iS jl‘ lid §4 J =*< Pi'S U S \i Sf itfi n H *1 ,g|i|t #1* o gi-irS 3e>.2>S H inn mi • i!iiil5! m m u j J!? ills gjj £.= o|e.s|l ^ M n (c; n ^ 1 m m i N ijj i i^jilj iif m mm » JdS5 il S3- 93 S §93 33 9 399 2886 118511111s 181333 of 18SG-87. Table 42. —Statistics of Endowed Academies, Semlnaries, and Other Private Secondary Schools for 1887-88— Continued. 566 EDUCATION REPORT, 1887-88. •jooqog ogi<* -uaps jo oSanoQ ui osjnoQ ogi^uops *°j puB oejnoo iboissbxo agaxpo joj SuuBda.ij •apBJO oiraapBoy ui aaqran^j ‘moj. •aXBataj •aiBH -mox •aiBraaj •aiBK io co co c OINO! r-( CO !-t tNi-ia oihco i in a> n in : in t>t- in co hhm o ci o os 8S CO H O CO CO 13 (N COCO^CO CQ •uoijBUioiouaQ snoiSjxaa : • ^ Cl 00 Odd ao oo oo oo oo 08 c8 < s 8 -i rt a © ^ > a o fi'fl a? o ^ WpII §k'S c Ja toHs .© : £ .Sri| ■a O O a w o 3.S - sS- 03 ,C TOgP ri o © copq So So MoWft H.d.a : S ! i Ip :a = ■ =S : a : ; >» 3 >, ■ : a. : ^ io a : : a :§ o s 0 G © >> :'0 1! j£ . la . © o "o > A l ! ^ “5 ^ 5 ? co © « S a C j © r> 3 a «-2 ^ -4 P O c o'? of a^* S'oSoSo ^ u 9 a >>0 g § £ 3 302 g^ ® ® PO h32f>0 03 -O* 3 3 ©*i ©-£ P <§§ 'SIS ito a fl -s?_j « S'- P © TO fl © as 0-3-0 < P TO © ©~ po • © 2 ri^KOgE.M > © ^ > TO Pp M PMS^P C-33 *2 03 3 c ©i-i cc - a v, ^ ccciJ .3 3 © fco § M® i a oO o gcoo^ TO - S3 >."C © cc? -P s © © r, - « P i-jJ 3 3 M Kcc«Ocr fill ^11 *=-3 : >* 5 So ► -?■? s& Z4&& Sp£ > r* *o c-£ 8 3, Pfi! cS a txp B a=a 3 © S SPcq lin ONTOCl O .— I iisf-flnn. Oollecrfi . 18 350 8,000 18,000 1,260 $375 64 Fargo Academy . 40-60 200 0 65 St. Bernard’s College 5-30 500 24,000 66 Groton College* . 37 500 25, 000 2,000 67 Jamestown College* . 36 500 35,000 1 . 68 Redfield College . 30 100 2S,000 $650 J 3,500 69 Scotland Academy . t 24-20 40 9,000 538 100 70 All Saints School* . 30-60 250 71 Sioux Falls University . 26 300 200 40,000 0 0 1,500 72 Yankton College . 30 3,000 15,000 40,000 DELAWARE. ... 73 Conference Academy . 45 1,500 150 60,000 74 academy of Newark . 40 700 300 12,000 75 Friends’ School . 50 200 800 30,000 20,000 0 DISTRICT OF COLUMBIA. 76 Friends’ Select School . 64-90 400 400 35,000 77 St. Cecilia’s Academy . 12-40 0 30 FLOEIDA. 78 Davtona Institute . 24-35 200 79 De Land Uniyersity . 32-60 1,500 500 25,000 20,000 1,600 0 14,390 80 East Florida Seminary . 25 1,000 0 35,000 46,150 2,848 1,000 0 SI Cookman Institute . 300 175 15,000 1,092 82 Conyent of Mary Immac¬ 20 200 75,000 ulate. 83 Florida Institute* . rj 500 7,000 84 Seminary West of theSu- 0 0 150 13,500 75,000 4,600 .0 0 ! wannee River. * GEORGIA. 85 Acworth High School . 15-35 86 Storrs School* . 9 3,000 . i 87 West End Academy . 15 350 50 10,000 0 300 0 88 J Attapulgus High School... 25 500 o | 123 89 ! Bairdstown Academy . 20 600 175 5 90 I Bluffton Academy* . 20 0 500 ■"" I * Statistics of 1886-87. a Includes board, 570 EDUCATION REPORT, 1887-88. Table 42. —Statistics of Endowed Academies, Semin aeies, and Other Private Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part II — Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 2 15 16 17 IS 19 20 21 22 Georgia— continued. 91 825 81,000 92 15-25 200 5,000 Institute.* 93 25-30 1,500 8150 94 20-40 8200 2,000 628 stitute. 20-40 0 0 4,000 96 20 2, 000 School. 97 20 0 0 1,000 240 98 20-30 2, 300 300 99 15 1,400 180 ICO 30 250 200 10, 000 400 Female College. 101 20-40 840 1,800 0 School.* 102 Fort Valley Seminary . 13 1,500 103 Oak Grove Academy * . 20 0 800 o 104 Fleming High School* . 10 1,000 105 Grantville High School ... 15-35 1,200 106 Harlem Institute* . 20 0 2.000 o 107 Planters’ High School . 18 0 0 '300 0 0 175 0 108 Hoschton High School . 12 800 109 Martin Institute * . . 20 16,500 815, 000 o 110 Lawrenceville Seminary .. 22 0 3, 000 111 Lincolnton High School*.. 23 500 112 Washington Institute . 30 7,000 113 Lost Mountain Academy.. 5 0 0 400 0 0 70 114 Lumpkin High School *... 20-40 10,000 115 Lewis Normal School* . 8 6,000 20, 000 116 Male and Female Institute 31 0 0 2,500 182 117 Mrs. Nebhut’s Home 25 70 820 School. 118 Marshallville High School 25 150 25 5,000 0 0 325 0 119 Monti cello Aendemv . 120 Morganton Academy* . 121 Mt. Zion Seminarv....- . 16 50 3,000 92 150 122 Georgia School of Lan¬ 40 5,000 2,000 50,000 350 guages, Science, and Art. 123 Norcross High School . 20-40 150 1, 200 200 124 Palmetto High School . 12-30 0 0 1,000 0 0 125 Glenn Holly Academy . 20 250 108 126 Quitman 'Academy . 30 0 3,000 o o 1 75 o 127 Rabun Gap Institute . 100 700 88 128 Rutledge High School 26 1, 000 300 129 Excelsior High School*... 9-22 100 1,500 130 Shady Dale Academy . 20-30 1,000 10 131 Sharpsburg Academy* . 132 Smyrna High School* . 133 Snow Spring High School. 15-35 1,500 134 Male and Female Acad¬ 30 100 2,500 100 emy. 135 Stone Mountain 'High 30 3,000 300 School. . . 136 Sugar Valley High School. 15 600 145 137 Sumac Seminary . 10-20 25 2, 000 168 138 Summerville High School. 22 0 0 2,000 0 0 165 16 139 High School . 36 1,200 140 Temple Academy* . 141 R. E. Lee Institute . io-20 125 10,000 500 142 Toccoa Academy . 20 1, 200 180 143 Villa Rica High School 12-30 1,200 144 Walesca High School . 10 0 0 2,500 0 0 ido 650 * Statistics of 1886-87. STATISTICS OF PRIVATE SECONDARY SCIIOOLS. 571 Table 42.— Statistics op Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division C. — Private Schools for loth Sexes. — Part II — Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. | Value of Scientific Apparatus. w •o . s St o c o| o| o B e a as K* Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 2 15 16 17 18 19 20 21 | ** Georgia— continued. 145 §25 0 $1,000 §140 146 16-24 125 1,500 147 Woodville High School.... 20 0 0 800 0 0 325 0 14S 27 3, oOO §1,000 Institute. 149 20 0 o 1,000 0 0 0 IDAHO. 150 600 20,000 ILLINOIS. 151 30 200 5,000 200 152 31 400 §30 4,000 §1,300 §91 ern Illinois. 153 Jennings Seminary* . 36 200 75,000 154 Bunker Hill Academy. . . 40 500 500 30)000 . 155 German- American Acad¬ 40-100 700 300 25,000 1 . . emy. 156 German Institute . 157 Lutheran. Immanuel 12 25, 000 School. 158 St. Theresa’s Academy . 50 300 159 Dover Academy* . 20 300 . 1 160 Du Quoin Seminary . 25 5,000 500 25,000 | 0 161 Howe Literary Institute .. 20 400 500 23,000 j 162 Elgin Academy . 27 250 500 22,000 3,000 163 Hayward Collegiate In¬ 32 250 50 10,000 stitute. 164 St. Joseph’s Academy . 12 29 67 25, 150 165 Gittinss Seminarv . 20 200 20, COO 15,000 800 166 Lee’s Academv . 30 1,500 4, 500 167 Mt. Morris College . 33 26,000 500 35,000 168 Port Byron Academy . 24 100 125 10, (XX) 40,000 0 169 Toulon Academy . 18-30 0 2,000 0 170 Vermilion Academy . 18 200 25 7,000 9,000 720 0 0 INDIANA. 171 Friends’ Bloomingdale 24-30 400 10,000 5,500 Academy* 172 Fairmount Academv . 25 100 75 10,000 173 Westminster Seminary . 50 500 150 12,000 174 Mrs. Price’s School . 40-48 175 Central Academy . 30 300 25 3, 500 0 0 176 Roanoke Classical Semi¬ 30 150 0 4, 000 0 0 0 0 nary. 177 Spiceland Academv . 25 500 200 10,000 4,000 2, 500 178 Vincennes University . 10-20 4,324 500 75)000 50,000 3,800 0 0 179 Union High School . 27 200 50 10,000 5, 500 375 0 0 INDIAN TERRITORY. 180 Indian University* . 18 500 29,000 181 Worcester Academy* . 6-18 100 10,000 2,950 IOWA. 182 Ackworth Institute . 24 400 50 3,000 183 Birmingham Academy . 25 150 0 2,000 0 1S4 Normal and Scientific In¬ 32 1,200 150 3,000 . 1 . stitute. 1 1 Statistics of 1886-87. 1S5 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 2 EDUCATION REPORT, 1887-88. * ile 42.— Statistics of Endowed Academies, Seminaries, and Otj Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes — Part II — Contim Name. in . 2i S3 S3 < > & Ojg uni ® S3 fc3 m g a ® Ph 'O O -«A< tn P c t3 o § 3 a Gfr ◄ M O a m «ge ©& © Sdg O g © iowa — continued. Burlington Institute* . First German Evangelical School. German Evangelical Zion School. Western Iowa College . Decorah Institute . . Denmark Academy . Danish High School* . . Ep worth High School* ..... Pattersonv i 1 1 e Educa¬ tional Institute. * Iowa City Academy . . Jefferson Academy . Knoxville Academy . Friends’ Academy . New Providence Acad¬ emy. Hazel Dell Academy . St. Boniface’s School . North-western Classical Academy. Cedar Valley Seminary ... Pleasant Plain Academy*. St.Ansgar Academy . Norton Normal and Sci¬ entific Academy.* Gould College . Kansas Christian College.. Bethany College . Salina Normal University' Friends’ Academy* . Lewis Academy . South-west Kansas Col¬ lege. KENTUCKY. Male and Female Insti¬ tute. East Lynn College . Academy of Notre Dame. Crab Orchard College . Dudley Institute . Fredonia Seminary . Jackson Academy . La Fayette High School.. Grayson Seminary . Lexington Normal Insti¬ tute.* Presentation Academy .... Browder Institute . Princeton Collegiate In¬ stitute. Miss Sevier’s School . . SharpsburgMale and Fe¬ male College.* West Kentucky Classical and Normal College.* * Statistics of 1886-87. 15 16 17 IS 19 20 $25 8 $10,000 20,000 20,000 $30,000 30 4C7 3,000 $100 4, 500 25,000 15,000 22-27 20-50 32 24.30 20. 30 22 25 23 600 350 100 1,500 600 175 alO 27 15-25 30 42 18-24 30-45 40 15-25 20-40 30 964 1,000 325 1,200 100 100 3,000 1,200 150 115 200 10-20 30 40-75 12 24 20-40 20-40 60-11 40 10-42 15-30 20-40 100 0 150 500 40 1,200 450 750 15,000 7, 200 300 300 21,000 0 5,000 50 150 30 400 500 200 100 150 10 200 8,000 9, 000 4,000 8,000 7,200 25,000 3,000 5,000 12,000 1,000 10,000 135, 000 40, 000 6, 000 100, 000 70,000 10,000 4,000 40, 000 0 3, COO 0 $200 0 8,000 0 400 0 2,500 20,000 0 0 2,000 0 0 5,000 1,200 6,000 2,000 2,000 5,000 30 100 5,000 40,000 6,000 200 4,000 a Incidental fee ; free tuitio STATISTICS OP PRIVATE SECONDARY SCHOOLS. 573 Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part II— Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 2 15 10 17 IS 19 20 21 22 Kentucky— continued. 229 820-30 0 850 81, 600 8244 8200 230 Male and Female High 30-60 200 0 10, 000 0 0 0 0 School. 231 40 3, 000 LOUISIANA. 232 14-32 3,000 81, 200 1, 160 233 10-30 234 30-70 300 6,000 0 235 9 3,800 estant School. 236 25-100 15,000 MAINE. 237 Fast Maine Conference 15-25 3,800 1,500 30,000 Seminary. 238 Fryeburg Academy . 15,18 800 1,000 30, 000 813,000 780 0 0 239 Gardiner High School . . a21 150 350 250 240 Pennell Institute . 24 276 500 20,000 25,000 1,200 500 241 Classical and Scientific 30 450 7,000 0 0 0 0 Academy. 242 Hampden Academy . 15 1,100 200 4,000 0 0 260 240 243 Hebron Academv* . 16 650 34, COO 15,000 244 Ricker Classical Institute.. 24 500 200 46,000 40, 000 2,400 120 75 245 T.imington Academv* . 10 100 3,500 246 Lincoln Academv . 14-24 • 100 300 8, 030 11,000 750 247 Parsonfield Seminary* 8-10 50 10, 000 10, 000 248 Maine Central Institute *.. 21-24 600 40, 000 10,000 249 May School . 14 350 10 1.800 0 0 0 0 250 Coburn Classical Institute 24 241 300 48,000 52,000 3,220 0 0 251 Wilton Academy . 15 150 100 5,000 0 0 0 0 MARYLAND. 252 F. Knapp’s Institute * . 6220-260 2,000 40,000 253 Friends’ Elementary and 40-100 2,500 1,500 25,000 0 0 0 High School. 254 Zion School* . 26 40,000 255 Holv Trinity School . 30 256 North-east Classical Semi¬ 20 50 500 200 nary.* MASSACHUSETTS. 257 Cnsliing Academv . 25 2, 100 700 258 Sanderson Academv* . 15-18 40 2,000 2,000 8,000 259 Powers Institute.. . 21 5, 000 600 5,000 . ’400 260 Howe School * . 12 10,000 23, 000 5,000 261 Houghton School . 12 0 0 2,000 12,000 702 0 262 Berkeley School . 80-250 4,000 200 263 Chauncey Hall Private 75-208 700 1,000 100,000 0 0 0 0 School. 26-4 Hitchcock Free High 0 1,500 1,000 12, 0C0 80,000 4,000 0 0 School. 265 Everett School * . 80 263 Private School for Boys 120 and Girls. 267 Deerfield Academy . al8 800 23,000 0 268 Nichols Academy . 24 2,200 4,500 50, 000 8,000 400 1,000 1, 500 269 Partridge Academv . 20 310 250 10,000 25, 000 1,250 400 270 Bradford-Matthew Chalo- 40 1,000 3,000 500, 000 50,000 2,500 ner-DurfeeHigli School. * Statistics of!88S-S7. a For non-residents. 6 Includes board. 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 4 EDUCATION REPORT, 1887-88. ile 42. — Statistics of Endowed Academies, Seminaries, and Ot] Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part II — Contim Name. . !! G.tS _ 3 s* a a < 15 o£ 2* a « s a 16 «l-t 3 O ft S-t 17 rd . 3 to 3 6fl o a 3 o« ©•0 ,2 S3 cS S 18 a -is o © 3 <4- O O.^ Ph to § V? a flk ◄ 19 £5 P-"33 a 3 Opq >■5 20 M ASS ACHT7SETTS— COnt’ d. Lawrence Academy . . Dean Academy . . Lawrence Academy . . Hanover Academy . Smith Academy . . Derby Academy* . . Private School . . Tabor Academy . . Eaton School . Monson Academy . Admiral Sir Isaac Coffin Lancasterian School. Friends’ Academy . New Salem Academy* . The Swain Free School . Arms Academy . Sawin Academy . . Thayer Academy . South Lancaster Academy Bristol Academy . . Westford Academy* . . English and Classical School. Wesleyan Academy . . Glen Seminary . MICHIGAN. Raisin Valley Seminary.. Grand Traverse College School. German-American Semi¬ nary. Spring Arbor Seminary... MINNESOTA. Excelsior Academy . School of the Blessed Sac¬ rament. Minneapolis Academy . St. Olaf’s School . Pillsbury Academy . Gustavus Adolphus Col¬ lege. W esleyan Methodist Semi- nary. Lutheran Seminary and Institute. Buena Vista College . Cooper Normal College... Fayette Academy . Gulf Coast College . . Harpersville College . Jackson Collegiate Acad¬ emy. McComb City Academy*., Meridian Academy* . Male and Female College. Male and Female High School. * Statistics of 18S6-S7. 818 30 21-30 25,26 36 6-16 75 «15 40 21-27 8 100-150 22 24-27 18 o75 18-27 32-80 18 100 30-40 50 18, 22 15 15 12-24 23,25 6125 42 - 30 19-25 25 16-24 40 25-40 18-45 45 40-50 20 20-40 700 2,000 200 300 1,326 1,200 1,000 200 1,060 100 50 425 333 200 300 2,500 5,300 520 350 75 465 1,000 3,000 794 100 500 3,000 400 700 187 150 300 $200 500 1,000 200 1,500 $3,000 200,000 30,000 3, 500 20,000 $10,000 58,000 30,000 1,000 55,000 3,400 1,500 50 2,000 1,500 700 300 2,800 20,000 8,000 40, 000 10,000 25,000 15,000 0 0 34, 256 42,000 0 0 2,000 2, 200 5,000 200 1,000 350 ’466' •3, 200 50 2, 500 17,582 27,000 112, 000 44, 138 20,000 5.500 15,000 125, 256 2.500 30,000 10,000 25,000 10,000 20,000 150 50 50 300 200 200 250 7,500 30,000 35,000 40,000 20,000 12,000 4,000 10,000 3,000 8,000 3,000 6,000 4,000 3, 000 2,000 27,812 20,000 250, 000 1, 666 1,400 14,000 8,000 45,000 0 12,000 680 ‘"o' 20,000 30,000 700 100 1,200 1,000 10,000 45,000 10,000 2,700 3,000 1,000 a For non-residents. 6 Includ STATISTICS OF PRIVATE SECONDARY SCHOOLS. 575 Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part II — Continued. Name. Annual Charge for Tuition. I . 0£ | kh © s a 00 S W V — C m © - K 5 t— “ C — r 33 ! *3 . .Cm s to o a I $2 e§ ©-. "2 5 j >• Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. 1 «!! h 1 o © i * ' x » 3 2 15 16 17 18 19 20 21 22 MISSOURI. 316 §20-40 600 $2,000 Si0,00C SS00 §600 317 25 1,000 i 25,000 eiooo SIS | 3,000 319 29 1,200 , sioe 1 15,000 :::::::::::::: 150 320 25-40 100 1 3,000 321 Butler Acadeinv . 28 150 . . 100 1 8, 0C0 . 0 0 0 0 322 ! 2,000 1 School. 323 8 324 . . 25,000 ; §175 stitute. 325 Clarksburg College . 30 100 25 4,000 j 0 0 o 0 326 Hooper Institute . 28-33 1,000 ! 150 5.000 ! 327 28-43 300 25 , 6,000 328 15-30 J 8,000 ' . lege.* 329 English Concordia Col¬ 22 : 2,500 0 lege. . 330 Henderson Academy . 24 j 200 1 2,500 1 331 Houston Institute . 20 946 j 250 6, 000 | j 1,200 332 Humphreys College _ 20 ■ 6,000 i 333 Kidder Tnstitnte* .. . 27 ! 1,200 1 25, 000 j 300 334 Glendale Institute . 80 1 300 25 . 335 Western Academy* . 30 I 1,000 ! 5, COO J 336 MnOune College . 30-50 ; 1,600 ; 50 12^ 000 337 Mayfield-Smith Academy, 14-27 1 0 i o ! 4,000 o ! o 0 0 338 Marion ville Collegiate In- ! 32 | 400 j 40 | s,ooo ! stitute. 339 Oaklawn College . 27 | 250 ! 10,000 . 340 Otterville College . . 33 120 75 i 4,000 ■' 0 i 0 0 ; 341 Centenary High School.... 40 150 ; 5,000 1 600 342 St. Joseph's School* . 1 10 i 200 ! 10,000 343 St. Paul’s College . ' 20-40 1 2,000 ! 8,000 ! 344 Park College* . 22-30 4,000 : 102, GOO 8,000 26,358 34o Pavnesvilie Institute . 50 1.100 j 400 ! 15,000 2,000 200 1 346 Collegiate Institute . 30 | 1,000 j 150 10.000 1 347 Platt sburg College . 27-42 1,600 j 100 10,000 34S Van Rensselaer Academy* 20 0 349 SheTbina Collegiate Insti- ! 20-40 j "1 | 12,000 j 0 0 tute. 350 Miller County Institute ... 24- 1 2,150 0 XEBEASKA. 351 The Blake School . ! 30 400 2,500 ! ■ 352 Bellevue College . so ! 600 30,000 1 5, COO j 800 i 0 1 500 353 Franklin Academy . : 28 | 1,200 300 j 16, 0C0 j 2,000 i 200 3,300 354 Oakdale Academy . ! 20 j 0 0 i 4,000 0 o i 500 355 Luther Academv . ' 25 350 16,000 | 0 0 ; 0 1 594 XEW HAMPSHIRE. 356 Proctor Academv . 18-24 i 600 500 , 20,000 I 357 Atkinson Academy* . 24 | 1,200 6,000 : 20,000 ! 358 Candia Village High School. i 359 Watson Academy . 38 500 ! 5, GOO j 200 ! 360 Franklin High School . 15 375 , 300 35,000 0 ! o i 544 0 361 Gil man ton Academy . 15,18 825 1 15,000 ! 0 1 0 362 Kingston Academy . 16 0 1 150 1 2,500 3,000 I 150 j 0 0 363 Lancaster Academy . 23 200 i 5,000 1 2,000 80 | 0 o 364 Colby Academy . 21,30 2,650 I 500 100,000 j 81,000 i 5,060 ! 0 30, GOO 3S5 i Coe’s Academy . 15 500 1 200 j 20,000 1 . ; 500 Statistics of 1SSS-S7. 366 367 368 3 69 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 3S6 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 EDUCATION REPORT, 1887-88, le 42.— Statistics of Endowed Academies, Seminaries, and Other Pe: Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part II— Continued. Name. NEW HAMPSHIRE — COnt’d. Northwood Seminary . Pembroke Academy . Smith’s Academy . McGaw Normal Institute11 Austin Academy . . Simond’s Free High School. Brewster Free Academy . NEW JERSEY. Farnum Preparatory School. Blair Presbyterial Acad¬ emy. Westfield Friends’ School* Brainerd Institute . Centenary Collegiate In¬ stitute. Peddie Institute . Hoboken Academy . Hasbrouck Institute . Keyporl Academy" . Glen wood Institute . Moorestown Academy . Green Street German- American School. Newton Collegiate Insti¬ tute. Dearborn-Morgan School.. Paterson Seminary . Pennington Institute* . South Orange Academy... Deptford School . NEW MEXICO. Albuquerque Academy .. Las V egas Academy . Presbyterian Academy.... Santa Fe Academy* . Academy of Our Lady of Lourdes.* Tiptonville Institute . NEW YORJ£. Adams Collegiate Insti¬ tute.* Amenia Seminary . . Ives Seminary* . Argyle Academy . Bainbridge Academy . Bedford Academy . Adelphi Academy . Cheneviere Institute* . Cazenovia Seminary . Cherry Valley Academy . Cincinnatus Academy . Parker Union School . Claverack College and Hudson River Institute.’ * Statistics of 1888-87. to . 1 3 55 15 $18 17-21 80 25 12 15-45 12-56 40 50 a250 42 225 22-100 100 20-40 40 24-40 12-24 20-60 12-45 60 240 40-100 9-25 15-30 30 37 20-80 30 22 19- 24 20- 48 40-160 34-122 21- 33 15- 24 16- 24 20 55 o >» 0.0 2d 3 fl & 3 16 500 600 600 350 200 1,000 750 1,300 3,500 1,000 400 300 LOCO 530 500 200 500 1,000 100 150 632 1,500 250 200 1,938 3,154 1,050 1, o58 17 $100 500 250 50 100 350 7,000 700 250 500 1,600 300 225 500 500 175 450 5,800 3,500 150 409 1,000 o a oS rt 18 $5,000 5,000 12,000 5,000 12,000 *>3 t- O Op 0 =><■3 19 20 $20,300 $1,211 10,000 4, 400 25,000 20,000 100,000 4,000 0 16,000 15,000 28,000 5,000 15, 000 23,000 5,000 50,000 0 4,000 176 1,500 17,500 500 6,000 1,000 0 200 IF — S © 3 21 0 0 $1, 200 2,100 0 5,000 0 36, ”666’ o 30,000 1,416 1,149 0 1,800 397 839 147 ,350 a Includes board. I 6 Gift of books. STATISTICS OF PRIVATE SECONDARY SCTIOOLS. 577 Table 42. — Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division C. — Private Sc7iools for Both Sexes. — Part II — Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. 2 15 16 17 18 new YORK— continued. 410 Evening Classes of the 0 2,171 $60,000 Poppenhusen Institute... 411 Dundee Preparatory $24 120 $736 7,800 School. 412 Marshall Seminary.... . 25 897 794 13, 843 413 Starkev Seminary . 24 961 718 19, 300 414 Munro Collegiate Insti- IS 941 1,015 21,800 tute. 415 Fairfield Seminary . 30 2,824 1,419 32,500 416 50 17,000 417 Erasmus Hall Academy... 24-100 2,700 400 23,385 418 12-30 400 150 419 Fort Edward Collegiate 24-36 500 83,000 Institute.* 420 Clinton Liberal Institute.. 30 ! 3,240 4.000 89,700 421 Delaware Literary Insti- 30 4, 000 liSOO 27,000 tute. 422 Glens Falls Academy*.. . 32-4S 2,000 15,000 423 Go wan da Academy . 18 780 450 18,000 424 Greenville Academy* .. 18-33 200 3,000 425 Greenwich Union School. 18 1,500 500 15,000 426 Tfartwiek Seminary . 29 3,838 680 427 Cook Academy..: . 25-40 1, 613 743 104.000 428 TTn d son A cad em v* . 60 200 10,000 429 Lansingburg Academy *.. 33 562 9, 626 430 Le Roy Academic Insti¬ 35 1,068 760 25,400 tute. 431 Friends’ Aoademv*... 20 1,000 30,000 432 Macedon Academy . 6 300 442 4, 100 433 Marion Collegiate Insti¬ 20 480 16,589 tute.* 434 Mechanicville Academy...! 21 561 500 22, 979 435 Sherman Academy . 12 200 300 7,600 436 Home School* . 1 a225 3,500 437 Nassau Academy . 18-30 200 5,000 438 Friends’ Seminary . 80 600 500 60,000 439 Heidenfeld Institute . I 120 400 250 32.000 440 Heywood Collegiate In- 1 68-200 30,000 stitute. 441 St. Matthew's Academy... 22-100 442 School of Preparation for 250 800 400 90,000 Business or College. 443 Cary Seminary* . 21 867 22, 398 444 Onondaga Academy . 25 1, 322 426 12,000 445 Oxford Academy . 24 1,498 750 23,352 446 Evans Academy . 6-15 315 240 9,000 447 Pike Seminary . 25 500 SOO 12,000 448 Seymour-Smith Academy 45 386 261 13,804 449 Pompey Academy . 21 475 176 5,400 450 Ouincv School . 40,48 4, 500 451 Pulaski Academy . 18-36 456 550 17, 350 452 Chamberlain Institute 21 1,200 64,000 and Female College. 453 Red Creek Union Semi¬ 24 625 425 10,965 nary. 454 Rensselaerville Academy 12-32 295 284 4, 830 455 St. Peter's Academy . 16 400 25i 000 456 Saugerties Institute . 16-40 0 0 7,000 457 Sauquoit Academy * . 24-30 115 3,500 458 Union Classical Institute.. 36 529 744 27,000 459 Union School and Acad¬ 15 700 450 10,000 emy. * Statistics of 1886-87. 37 ED Amount of Perma¬ nent Productive Funds. Income for the Y enr from Pro- ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 19 20 21 22 $68,000 $4,350 0 0 0 2.000 12,000 0 $100 652 0 $483 586 1,055 $300 5,000 0 . . : " 6, 0C0 | 420 0 25,000 | 1,750 150 1,000 . j 1,000 1 1,721 249 815 . -H 34,333 3,254 8, 099 486 10, OCO 6,000 100,000 0 650 360 286 0 686 0 600 ' 283 340 26,850 26,050 0 20,000 1,600 8, 979 15, 000 20,000 0 250 0 0 0 96 440 977 1,200 0 • 15 754 11 1,000 152 1,000 0 685 0 . 40,000 2,000 992 0 0 1,200 550 945 . a Includes board. 578 EDUCATION REPOET, 1887-88. Table 42. — Statistics of Endowed Academies, Seminaries, and Otheb Pbivate Secondaby Schools fob 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Paet II — Continued. i Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grounds and Buildings. Amount ol Perma¬ nent Productive Funds. Income for the . Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Y ear. Amount of Bene¬ factions Received During the Year. 2 15 16 17 IS 19 20 21 22 kew YOBK — continued. 460 <161 $20 5,8 a21-80 274 666 $539 672 $3,520 20, 000 12,000 19,800 5, 5C0 $750 1 2, 715 $10, 600 $706 6 . 2. COO 3,400 429 500 1,600 143 463 464 75 2,000 $3,000 21 250 10,000 600 580 465 30-50 100 6,000 3,200 466 5-7 287 150 567 NOETH CAEOLINA. 467 468 460 15-35 100 3,000 52 600 88 i.7-33 1,000 470 471 Pamlico Male and Fe¬ male Institute. 15-30 16-22 25 1,000 472 473 474 r-Tolt’s School . . 10-20 20 Burnsville High School*... ; Cedar Grove Academy . 80 ’5,60b 25-40 450 0 0 475 Trinity School . . 20-90 4,000 5, 000 1 10,000 I 5,000 . ; . 0 0 i 0 0 476 Concordia College . 40 1 300 1 50 0 0 477 ! Gaston College . 35 1,000 50 0 0 6 0 0 478 ! Elizabeth City Academy.. ' Ellerbe Springs Acad¬ emy.* Enochville High School ... Fairfield Acariemv* . 25-35 40 479 480 12 i 500 ! 160 481 482 20-60 85 I 5,000 . Fork Academv* . 16-35 200 1 1,500 j 8,000 ! 4,000 1,200 5,000 483 Literary and Theological School.* Fremont Institute . 1-3 400 3,000 1,500 1,500 175 484 25 110 150 90 0 485 , Germanton Institute . 25 50 25 486 Graham College . 45 200 . . 487 Bennett Seminary . . 0 1,500 0 100 15,000 10,000 10,000 2,500 488 Male and Female Insti¬ 20-40 50 0 489 tute. Claremont College . 10-40 25 i . ! 490 Classical Institute . 15-40 0 25 0 0 0 0 491 Holly Springs Institute*... Collegiate Institute . 30 4C2 16-30 2,000 265 493 Huntersville’ High School.* Kinston College . 12-36 0 6, 000 3,500 0 494 150 100 60 0 0 495 Somerville Institute* . 20 150 500 496 Brown Seminary . 10,12 66 3, COO 497 Mooresville Academy* . 49S Moravian Falls Academy.. Gilliam’s Academy . 10-40 200 0 i, 566 3,000 0 0 90 499 10-25 100 500 Mt. Vernon Springs Acad¬ emy. Oak Ridge Institute . 12-40 300 2,100 10,000 501 40 2, 500 300 0 502 Male and Female Acad¬ 25 25 503 emy. Nahunta Academy . 25 100 2, 500 0 100 504 Selma Academv . 20-30 15 1,500 250 0 0 0 5C5 Barnes’ School* . 30-60 506 Summerfield High School j Troy High School* . 15-30 507 40 50 1.000 3,000 0 508 I | Warsaw Institute* . 16-32 0 5C9 ! Grange High School . 20-30 600 510 1 Yadkin College High School. 12-60 200 10, 000 0 ‘Statistics of 1886-87. a For o on-residents. b For a month. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 579 Table 42. — Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part II — Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. ! C £ G T. 1 .2 = £ c! o 5* a > c •*> 3 ifi C 3 u| 0-2 Is S > Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Y ear. Amount of Bene¬ factions Received During the Year. 2 15 lti 17 IS 19 20 21 22 OHIO. 1 511 Grand River Institute . $18-24 900 $125 $12,000 ! S16.000 $900 0 0 512 600 700 40,000 j 6,000 513 20 125 1,000 0 0 b 514 30 1,500 3,000 I 0 515 f 23 1,000 i . 0 0 516 24 150 . 100 12,000 $600 517 25 500 ! 150 6,000 10,000 0 0 51S 30 150 400 25,000 i . 0 0 519 40 700 ! 12,000 0 520 250 48,830 2,400 0 emv. 900 j 521 12-36 100 emv. 522 Green Town Academy . 25 1,600 500 5,000 0 0 0 0 523 07 500 12,000 15,000 900 1 0 524 Savannah Academy . 25 500 250 5,000 2,500 250 1 525 New T,vme Institute ... 1S-24 550 15,000 526 Salem Academy . 20-30 740 50 4,000 750 60 527 Springfield Seminary* . 45, 75 30, 000 528 Plains Seminarv . 16 2 66 ' 800 529 Otterbein Institute . 30 5,000 3,000 50,000 60,000 4,000 . $10,000 J OBEGON. 530 | La Creole Academic In¬ 16-24 100 25 5,000 5,756 j 430 0 stitute. 531 1 Drain Academv . 20-35 40 0 2,500 600 0 532 j St. Scholastica’s Convent 10-15 100 8, 000 0 ! 0 0 I School. 533 1 Grand Ronde School . { 534 ; Friends' Pacific Academy 24-29 100 125 500 0 0 0 25 535 | Independent German 20 0 0 20,000 ! 0 I 0 0 0 School. 536 W aseo Independent Acad¬ 24-56 300 600 25,000 j 12,000 | 960 0 0 emy. PENNSYLVANIA. 537 ' Longview School . 40 10,000 538 Chester Academv . 50-58 500 ! 300 15,000 I 539 Maplewood Institute . 1 a 300 2,000 ! 1,000 30,000 . 540 Dovlestown Seminary* . j 60-70 ’400 ; 25,000 | 0 541 Home Boarding School*...! 150-1S0 542 Erie Academv . 20-40 50,000 I 18,000 1,100 0 3,200 543 Keystone Academy* . ! 36 3,000 ! 50,000 < 544 Abington Friends’ School ; 25-55 j 200 30,000 1 20,000 1,200 0 1,800 545 Martin Academy . | 12-20 20 j 300 3,000 : 15,000 j 900 546 Wvoming Seminary . ! a 200 1,900 1, 700 224,000 j 25, 000 7, 000 547 Buckingham Friends’ 0 200 1 500 0 School. 548 Langhorne Friends’ i 4-14 . I 65 2,700 9,000 450 5,000 | School. 549 Stone Valley Academv . 32-40 550 Ingleside Academy . 38 . ! . 551 Meyersdale Preparatory 15-25 100 ! 100 1, 800 25 ! , School. 552 , MifiUn Academy . 32 2,000 553 ! Western Pennsylvania 36-45 1,500 300 30,000 50 0 Classical and Scientific Institute. 554 ! Laird Institute* . 1 18-26 2G0 0 * Statistics of 1836-87. c Includes board. 580 EDUCATION REPORT, 1887-88. Table 42.— Statistics of Endowed Academies, Semin aeies, and Other Peivate Secondaey Schools foe 1887-88 — Continued. Division C. — Private Schools for Both Sexes. — Paet II — Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. Value of Scientific Apparatus. Value of Grdhnds and Buildings. Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. A mount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 2 15 1® 17 IS 19 20 21 o>o PENNSYLVANIA— COnt’ d. $40 $25,000 55ft 40 650 $300 6, 500 557 24 700 7, 500 558 21 emy. • 45 400 300 16,000 0 0 i. Business. 560 40 200 5,000 ' 0 561 40 562 16-48 G, 000 80-120 300 2,000 100. 000 School. 564 40-80 500 40,000 $S9, 000 $4S4 0 Boys and Girls. 565 150 i 300 School. 566 Institute for Colored 0 3,500 2,500 150,000 9,000 0 $20, COO Youth. 567 Pleasant Mount Academy 18-21 500 20 1,200 568 Airy View Academv 30 150 8,000 0 0 569 Clarion Collegiate Insti¬ 25-37 500 275 6, 000 0 0 0 320 tute. 570 School of the Lackawanna 50 1,800 800 30, 000 571 Classical Department of 24-39 2,500 100 25,000 0 0 Missionary Institute. 572 Sheakley ville Academy... 15 98 40 6, 000 o 0 573 English and Classical 30 250 3, 500 0 0 0 0 Academy. 574 Waterford Academy* . 21 300 5,000 4,500 575 Westtown Boarding 160 4,000 i ' School. * 576 W illiamspert - Dickinson 20-43 75,000 0 0 Seminary. 577 York Collegiate Institute 40 1,200 5,000 75,000 100, 000 6,000 0 RHODE ISLAND. 578 Rogers High School . a 60 600 700 40, 000 100,000 4,400 $7,000 579 School of Languages and 50 2,400 0 Art. 580 Friends’ New England 6 300 6, 200 500 500, 000 200,000 9,000 0 43,000 Boarding School. SOUTH CAROLINA. 581 Wallingford Academy . 2,4 300 0 13, 500 0 0 0 582 Clinton Presbyterian Col¬ 44 8, 000 lege. * 583 Penn School* . 0 300 800 650 584 Grove School . 10 0 0 400 0 0 115 0 585 Sheridan Classical School 25 200 5,000 0 0 0 0 Tennessee. 586 Masonic Normal Sehcfol*.. 20 250 587 Ocoee High School . 15 0 0 600 100 588 Kingsley Seminary . 10-20 25 100 2, 200 150 589 Chatata High School . 10-30 1,200 300 590 Church Hill High School.. 10-25 0 0 4,000 0 0 70 0 591 Clifton Masonic Academy 15 72 50 2,500 592 Cog Hill Collegiate Insti¬ 11-25 100 0 1*200 420 tute. 593 Maury Academy . . 5 5,000 12,000 480 * Statistics of 1886-87. a For non-residents. 6 Includes board. STATISTICS OF PRIVATE SECONDARY SCHOOLS. 581 Table 42.— Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools for 18S7-88— Continued. Division C. — Private Schools for Both Sexes. — Part II — Continued. Name. Annual Charge for Tuition. Number of Vol¬ umes in Library. 1 Value of Scientific Apparatus. Amount of Perma¬ nent Productive Funds. Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. Amount of Bene¬ factions Received During the Year. 2 15 16 17 as 19 20 31 23 Tennessee— continued. 594 §12-28 100 §3,500 $120 595 10-20 800 $ioo 8,000 150 594 0 o 2,000 37d 0 597 4 50 150 1. 500 $100 598 35 1,400 300 8,000 tute. 599 18 . | 2,000 600 13 0 1,500 601 Knoxville College . 4 1,220 100 60,000 0 0 0 13,000 602 15 50 8, COO 003 25 500 10 1,000 o 0 604 15,20 0 1, 200 0 605 Parrottsville High School. 10-25 409 1,000 0 0 0 0 606 20-35 16,000 607 28 15 40 1,500 . i 260 608 Hardin College * . 15-35 60 2,000 . 609 Sequachie College . 20 . 3,000 . 610 Obion Normal College . 28 800 5 1 2,000 600 0 611 Washington College . 18 400 40 1,600 1 0 0 120 60 612 Edwards Academy . 8-20 125 200 2.500 0 613 W oodbury College . 20-40 0 2o;ooo i 200 TEXAS. 614 German-English St. Mar¬ 2 75 12,000 tin’s School. 615 Buffalo Gap College . 25 300 250 1 12,000 616 Crockett Academy . 26-46 0 0 ! 1,500 0 0 720 0 617 Gonzales Male and Fe¬ 20-40 120 ! 25, 000 $10,000 $500 2,000 male College. 618 Hearne Academy . 8 250 5, 400 619 Bishop College . 8 700 iso 55,000 540 620 Wiley University . 10 1,345 75 80,000 0 147 621 Rhea’s Mill Academy . 25 20 3,000 500 1 360 0 622 German-English School *.. 32-44 250 20,000 j . ! . 623 Coronal Institute . 20-50 12,000 i 624 San Saba College * . 15-40 o 10,000 625 Male and Female Insti¬ 40 2,500 1,500 30,000 1 . tute. 626 Central College . 14-36 17 400 3,500 1,028 10 627 Male and Female College. 32 50 7,000 1 . i . UTAH. 628 Willard Academy* . 0 629 Brigham Y oung College*.. 12-24 ' 35,000 100,000 0 630 Wahsateh Academy * . 6-8 800 I . 1,000 ! . 631 Ogden Academy . 3—6 300 20,000 632 School of the Good Shep¬ 16 49 25 20,000 0 j 1,000 herd. 633 Park Academy * . 10 0 634 Proctor Academy . 9 ! . 10, 000 r;:::;:::::: 635 St. Mark’s School . 20-40 1,601 10,000 500 40 636 Salt Lake Collegiate In¬ 30 325 400 3,450 4,207 stitute. 637 Salt Lake Seminary . 10-20 100 VERMONT. 638 Brigham Academy . 15-24 225 510 14,000 30,000 ! 1,800 A 80 639 Goddard Seminary . 30 1,458 250 70,000 20, 000 885 90 6,800 640 Derby Academy . 18 200 | 50 8,000 2,300 1 115 0 * Statistics of 1886-87. 582 EDUCATION REPORT, 1887-88. Table 42. — Statistics of Endowed Academies, Seminaries, and Other Private Secondary Schools eor 1887-88— Continued. Division C. — Private Schools for Both Sexes. — Part II — Continued. Name. Annual Charge for Tuition. N u m b e r of Vol¬ umes in Library. Value of Scientific Apparatus. ! ^ £ 05 p ifi OP 2^3 £ 2 If O P4 ® | Income for the Year from Pro¬ ductive Funds. Amount of State or Municipal Aid for the Year. i a b" T- > O S3 o IIq j <; 2 15 16 17 IS 19 SO 21 S3 Vermont — continued. 641 $15,18 3,000 $10,000 tion.* 642 15 50 I 5,000 $190 emy. 643 18-30 704 $3,000 I | 25,000 $30,000 $1,500 §200 644 Burr and Burton Semi- 26 500 200 15,000 30,000 | 1,800 0 50 nary. 645 16 500 10,000 15,000 1 900 0 mar School. 646 Troy Conference Acad- j 30 1,940 600 50,000 3,000 180 , emy. 647 ! St. Johnsbury Academy...! 30 . i 1,000 150,000 ; 100,000 ! 6,000 648 Vermont Academy . 1 30, 36 1,200 1 300 100,000 100.000 1 35,000 649 Green Mountain Perkins \ 60 250 2,500 8,000 o Academy.* 650 Thetford Academy* . 15-21 4,030 ! 5,000 1 0 651 j Bell Institute* . 12 0 1,600 652 j Green Mountain Semi¬ 21 750 250 20,000 i 6,500 350 0 575 nary. VIRGINIA. 653 Bluestone Mission School.. 0 200 6,000 0 0 0 0 654 Brents ville Seminary . 30 300 2, 000 . 655 Shenandoah Institute . 22 400 200 6,000 o 656 ' Herndon Seminary . 16-27 150 0 2,000 0 ! 0 0 657 1 Currv College . 20 0 2,000 275 o 658 I Suffolk Collegiate Insti¬ 19-49 600 10,000 tute.* ! WASHINGTON TERRITORY. i - 659 ! Benj. P. Cheney Academy.. 9 40 660 Colfax College . 30 151 75 15,000 5,000 661 Puget Sound Academy 30 1,000 7,000 10,000 800 500 662 ! Ellenshnrg Academv* . 30 300 8,000 1,500 663 Washington Seminary . 18-30 200 75 3,000 15,000 1,200 0 0 664 ! North-West Normal School 32 2,000 ' 923 665 ! Chehalis Valiev Academy* 18 14,000 14,000 666 Collegiate Institute* . | 20-40 10, 000 667 Sumner Academy . 24,30 5,000 72 WISCONSIN. 668 i Albion Academy . °l-27 l 200 35,000 669 W avl an d Arariemy . 26 i 2,000 30,000 35,000 i 2, 372 o 1,500 670 Berlin Hio-h School . 15 573 216 671 | Evansville Seminary 12-24 1 400 5, oqo 672 Carroll College . 28-36 500 1,000 25,000 18,000 ! 1,000 3’ 900 * Statistics of 1886-87, CHAPTER XI SUPERIOR INSTRUCTION. Under the general head of superior instruction are included all institutions empowered by law to confer degrees, together with a number of seminaries for women offering a col¬ lege curriculum but not conferring degrees. The total of institutions in the various classes comprehended under the general head of superior, with the total of professors and students as reported to the Office for the cur¬ rent year, are as follows: Number Number of of Schools. Students. Colleges and seminaries for women . 207 2.581 25,318 coo i 4, 834 75, 333 32 620 8. 127 3 0 343 7,t>76 138 726 G. 512 49 293 3,667 175 3,007 18,513 Universities and colleges of arts and sciences . Colleges endowed with the national land grant . Schools of science not endowed with the national land grant ... Schools of theology . Schools of law . Schools of medicine, dentistrv, etc . Total all classes . 988 12,409 145,445 o Includes fifteen departments endowed with the national land grant. Yid. Table 52. Colleges and Seminaries for Women. ATTENDANCE OF WOMEN IN COLLEGES AND SEMINARIES. Provision for the higher education of women is made in colleges and seminaries ex¬ clusively for women and in co-education colleges. The entire attendance of young women in the several classes of institutions, for the current year, so far as reported to this Office, was as follows: Colleges and seminaries for women, Table 43 . 25, "18 Colleges of arts and science. Table 47 . . a 16, 428 Colleges of agriculture and the mechanic arts endowed with the national land grant, Table 52 . „ . . 917 Total . . . . 42 663 a Includes 28 students in the course for women, Columbia College, New York. Of the three hundred and fifty-seven colleges included in Table 49, two hundred and seventeen1 admit women, and of these two hundred and one specify the sex of students in their reports. Of thirty-two ind ependent colleges endowed with the national land grant twenty report students of both sexes and of these sixteen specify the sex o: stu fonts in their reports. This gives a total of two hundred and thirty- seven co-education colleges reporting to the Office, and a total of two hundred and seventeen showing the relative proportion of men and women students. The following shows the number of colleges and seminaries exclusively for women re¬ porting to this Office each year from 1S78 to 1888, inclusive (1883 omitted' with the number of instructors and students: ;i878. !S79. , 1880. ! 1881. 1SS2. 1884. 1 1SS5. 18S5-S6. 1886-87. 1837-83. Number of institutions . 225 227 2,478 2,323 23,63924, 605 227 226 227 236 2.340 2,211 2.721 2,9S9 25, 7S0 26. 041 23, 7-6 30, 587 227 204 15v 2, S62, 2,123 i, 354 28, 868 27. 143 20. 77- 207 2,581 ; 25,318 1 Number of instructors . Number of students . xDoes not include Columbia College, New Yor] 533 584 EDUCATION REPORT, 1887-88. SUMMAEIZED STATISTICS. Table 43 presents the summarized statistics of colleges and seminaries offering colle¬ giate courses of instruction for women. One hundred and thirty-nine of the institutions report preparatory departments whose students comprise 24 per cent, of the entire number reported. One hundred and seventeen of the institutions report themselves as authorized by law to confer collegiate degrees. In general the curriculum offered by these does not differ materially from that of the seminaries not so authorized. As regards financial particulars the information supplied is very incomplete. The number of institutions represented in the total value of buildings and grounds is one hundred and seventy-two; in the total of productive funds, thirty-one; in the total income from the same, thirty. The receipts from tuition fees, which form the chief source of income, if charges for board and lodging be excluded, are reported from seventy- seven institutions. State appropriations were reported in eight instances and benefac¬ tions in thirty-three. The answers to the inquiry respecting total income have not been included in the summary. They were given in forty-three cases, but were sometimes found to be at variance with the itemized particulars. Table 43.— Summary of Statistics of Institutions for the Superior Instruction of We STATISTICS OF COLLEGES FOR WOMEN. 585 •juoinaouoiutnoo ' is’a'a" ja^s^'s 1 : •III 1 ^ : ! T j I j •B99^ tnoij j«9.\ jsTsq 9qj joj sjdt909ji FN 1 1 III | lllllisiillll llli lllll 1211 8 j !°°'§ I i^WgV^rHgg-ef j|85" lS*Sa : : 5 : : : : l I •pun j 9Ap)onp -OJ J UI O J J 9OT0DUI f* °i if 1 1 1 i I111110 Ii isgesg l ls§ ii ! ] i sKjHj r >fj| him I § •pan.j 9ATjonpoj-T rH r-T 22 CO a' •juatn -jJBdaa; ojuiSaj -too ui AaqumNj issi$ iissSsii Ia8i"is§ii liiissgss § a •juaiujaBd -9(1 AxojbjwT -saa ui aaqron^i © |SS§| !sg|88SS |8|| i“*sis isg||8iS| 1 ill « Instructors. T®10i *3 8r*S3,°8SSsasSt's§Sc08S32Sa§”S!3®S®fc 1 cf *9[eU39,jJ : : 2 O IH •aiepi M 14 10 1 40 20 3 7 36 6 15 9 100 "g 16 43 1 7 5 47 27 29 2 48 9 25 13 4 42 2 2 1 •spoqog jo aoqranx « OWHM(CrtNOq®(»NO©H»W^HeoeOC«OHH^M^H^MW g States. ' FF Alabama . California . Connecticut . Georgia . Illinois . Indiana . Joiva . Kansas . . . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . . . Missouri . Nevada . Now Hampshire . New Jersey . New York . North Carolina . Oregon . Pennsylvania . South Carolina . Texas . Vermont . Virginia . West Virginia . Wisconsin . Total . . . 586 EDUCATION REPORT, 1887-88. Detailed View of Institutions foe the Supebior Instruction of Women. The detailed statistics relating to colleges and seminaries for women are presented in Table 44, Divisions A and B. For the purpose of showing the status of these institutions more clearly than can be done by the tabulated statistics alone, additional information drawn from reports and other official statements, precedes each division of the table. Remarks on Table 44, Division A. Table 44, Division A, includes a group of institutions whose admission requirements, standards of instruction, and general organization accord with those that have long been characteristic of colleges of liberal arts. Their work is essentially collegiate, in which respect they differ from the older seminaries for women, which, while making more or less provision for the distinctive studies of the college curriculum, are schools for gen¬ eral instruction. The advantages of endowments, equipments, and teaching force concentrated upon the work of superior instruction, and of the associated efforts of a company of students thoroughly prepared for the pursuit of advanced studies, can not be questioned. The want of these conditions gave rise to the movement for the higher education of wbmen that has swept through the leading nations of the world in the last twenty years, with results that have been productive of the highest good to individual students, and of deep and permanent advantage to society. The United States has been foremost in this movement; its example has been stimulating to other nations, and the history of what has here been accomplished, of the methods and the outcome of the various institutions which have arisen in response to the demand, is the constant subject of inquiry and study on the part of those who are interested in similar efforts in foreign countries. The movement in the United States has resulted in opening to women the doors of many colleges which were originally limited to men, and in several special endowments for colleges for women. The latter, which is in general the more costly experiment, has been confined so far to a few States. Between 1855 and 1368 five colleges for women were chartered in New York, two of these, viz, Rutgers College and Ingham University, having been incorpo¬ rated originally as seminaries; the latter received a college charter in 1852 and the former in 1867. Massachusetts followed with Wellesley in 1870 and Smith College in 1871. The two latest additions to the group of institutions here considered bring into the move¬ ment new elements of power. Harvard Annex has solved a problem which has long en¬ gaged the attention of those seeking to secure for women the highest intellectual advan¬ tages. It brings within their reach all the rich provision accumulated in the oldest cen¬ tre of intellectual life in oar country, and furnishes a precedent soon undoubtedly to be followed by other universities. Bryn Mawr, on the contrary, affords convincing evidence that the cause of woman’s higher education will not be allowed to hang upon the chance of a liberal spirit in ex¬ isting institutions, or to languish for lack of funds and plans and foundations. In giving separate tabulation to the colleges in Division A of the table, the purpose has not been to indicate that their wnrk differs essentially from that which is carried on elsewhere; the difference i3 in the conditions under which the work is maintained. One feature distinguishing these institutions from other seminaries for women is the definite classification of their students. This makes it easy to ascertain the extent of the de¬ mand made upon them for collegiate training. The bearing of the statistics upon this point, it should be observed, can not be well understood without reference to the location of the colleges. They are grouped together in the North Atlantic Division of the United States, from whence the larger proportion of their students are drawn. With this consideration in mind it is interesting to note the statistics of instructors and students as reported for the successive years from 1877 to 1887, inclusive, in the college departments only; COLLEGES FOR WOMEN. 587 7) E 1 2 E 1 S 2 o 7) 2 J2 o in o 0 i o CD Name of College. 3 0 G 3 ! 3 | © n o 3 3 tj c 1 c •S G 1 2 C 3 1 r‘ * 3 CE 3 in a \ 3 L CO JO ro ~ 1 1 “ ! ® 1877. 1878. 1879. 1880. 1881. 1882-83. Smith College, Northampton, Mass... 16 73 23 136 22 205 26 214 21 254 22 265 Welleslev College, Wellesley, Mass... 26 150 21 359 29 329 10 372 43 1 450 54 | 450 11 99 2o 9 18 I H 22 14 1 07 14 50 11 50 12 59 1 12 7 o ' 68 13 71 Ingham University, Le Koy, N. Y . 16 47 18 ‘*44 33 35 17 41 16 55 Eutgers Female College, New York, 42 : 35 11 32 ’ 7 23 1 7 ; 32 11 37 N. Y. Vassar College, Poughkeepsie, N. Y.. 1 26 1 206 29 ! 213 1 28 222 3° 217 ! 28 1 1 215 | 235 » 9J m OQ £ ; C O 5 O tn s -2 o -2 1 ' o 1 s o a © Q 3 G 3 n i 1 w g Si -3 Name of College. ♦ jg s ! T. 3 f. 2 1-1 ! CD ! 02 CO ** a 5 j 0Q 1883-84. 1884-85. 1885-86. 1886-87. 1887-88. Smith College. Northampton, Mass... 25 ! 259 23 | 296 24 305 24 | 263 24 ; 312 rro ( 502 46 I 74 1 515 3S 61 520 74 j 590 77 628 Wells College, Aurora, N. Y . 13 15 1 Elmira College, Elmira. N. Y . 14 50 14 81 ::::::::: Ingham Universitv. Rov. X. V . 14 ; 70 32 1 18 1 24 . 18 ■ 59 Vassar College, Poughkeepsie, N. A'.. ! 33 238 21 186 33 a269 | 36 i ! 6227 Bryn Mavr College, Bryn Mawr, Pa 1 14 36 18 1 63 19 ! 81 a Includes 65 special students in music and painting. 6 Includes 55 special students in music and painting. The Haevaed Annex, Cambeidge, Mass. The Society for the Collegiate Instruction of Women, popularly called “ The Harvard Annex,” has for its object to repeat for women the instruction given in Harvard College to men. The course leading to the Society’s A. B. certificate is the same as that lead¬ ing in the college to the A. B. degree, — the requirements for admission are the same, the identical papers (printed by the college) being used, and the papers used at semi-annual and final examinations in the college courses are used in the ‘ 'Annex ’ ’ for its correspond¬ ing courses. Instruction is given by the college teachers (and by no others) and the re¬ sult of the work of the women is passed upon by the same persons. The college allows the women the free tfse of its extension library, and the ‘ : Annex’ ’ is called upon to pro¬ vide but a few books of reference. The “Annex ” ha3 its own laboratories of zoology, botany, chemistry, and physics. Students may enter for a four years’ course or for partial or special courses. To meet the variety in the amount and kind of work, three different forms of certificate, to be signed by the instructors, are awarded. The highest, for the full college course, corre¬ sponds, as credentials for work done, to the A. B. degree: the second certifies to a liberal course of study during four years, in which other branches are accepted as equivalent for Latin or Greek, while a third is an annual certificate adapted to shorter terms of study. The attendance for each year from 1879 to 1887-88, inclusive, with the distribution of the students, so far as reported, is as follows: 588 EDUCATION REPORT, 1887-88. 1879-80. Total number of students. Studies : Greek . Latin . English . German . . French . . Italian..... . Philosophy . Political econ¬ omy. History . Fine arts . Music . Astronomy . Mathematics... Physics . Chemistry . Physical geog¬ raphy. Zoology . Advanced bot¬ any. Sanskrit . 42 18 15 10 10 2 2 8 1 8 3 10 4 2 1880-81. 1881-82. 47 1882-83. 41 1883-84. 49 1884-85. 55 21 17 9 11 23 16 25 14 4 1 0 0 11 1 23 22 15 14 4 0 5 0 9 5 5 *• 43 25 27 31 38 59 18 16 5 12 0 11 16 0 9 12 20 3 0 10 5 1 1885-86. 1886-87. 1887-88. 73 90 29 34 53 30 20 19 6 23 24 53 42 35 18 4 19 7 23 5 3 3 20 20 5 4 14 5 Twenty- four States have been represented in the attendance upon the Annex during successive years. Massachusetts, as would naturally be expected, has furnished the majority of the students, the highest number coming from this State in any one year being sixty-seven. The State having the next highest representation in any one year was New York, which sent seven students in 1887. Minnesota and Maine have been represented in a single year by three students each, Connecticut, Michigan, and Ohio by two each. No other State has had at one time more than one representative. All the New England States, two Middle Atlantic, two South Atlantic, two South Central, ten North Central States, and California appear in the geographical list. The steady in¬ crease in the annual attendance and the ever extending area from which the patronage comes, show that the provision here made answers to a demand that is neither transitory nor local. The question very natually arises why this demand should exist, and what is more should make itself urgently felt in view of the provision made for the higher education of women in colleges endowed exclusively for them. The answer is given so clearly in the reports of the Annex that we can not do better than quote from that source. In his report for 1883 the secretary says: “Women seeking opportunities for the higher education naturally prefer to find them at an institution which is allied, at least, to one established and carried on for men, because they think that there they will be in the line of progress. They feel that on the perfecting of methods and the best applica¬ tion of educational forces the entire body of instructors in such an institution, as well as in all others like it, is united. Present them a course of instruction different from that offered to men, and they do not eve it askance because they think it not so good, but because it is probably just out of the line upon which progress and improvement are to be expected. This is one of the reasons why thoughtful women have less confidence in courses of instruction especially prepared for them than they have in that one upon which the wisdom of men has for generations been working and is still working. “ The society is encouraged by the experience of the past year, because (among other reasons) it has shown more clearly than ever before that there is not only a paramount educational usefulness in the instruction it has afforded, but also a money value in the different forms of certificates that it offers.” As to the classes of women with whom these considerations have weight, the reports are equally explicit. The ladies of the executive committee, in their report for 1883, make the following statement: “Were every facility offered them, however, we hardly suppose that women would ever look upon a college course of study subsequent to their school life as an in¬ evitable or even necessary part of their education; nor do I think it would seem to any of us desirable that they should do so. But this being granted, there still remain quite enough for whom such a completion of their earlier training is important in view of their occupation as teachers, and if there are others who ask it purely for its own sake, we surely should not deny them. “ With reference to the former class, we must remember that our interests are at one with theirs. The standard of our public and private schools can never be a matter of COLLEGES FOR WOMEN. 589 indifference to parents, and that standard can hardly fail to bo raised by the closer re¬ lation of the schools to the universities. Tims far our Annex students have belonged to the classes of womeu named above. They have been young women lilting as teachers, or older women who arc already teachers, but who allow themselves, out of their small earnings, the rare luxury of a little change from teaching to learning, that they may go back to their work refreshed and better prepared; or women of scholarly tastes, with means to gratify them, who come, as I have said, to study under higher auspices simply because they enjoy it. We have had as yet no flighty student'*, brought by the novelty of the thing, and very little fragmentary, half-digested work.” The proportion of students attracted to the Annex from the simple desire of a high order of instruction increases somewhat, apparently, although the statistics upon this point are meagre, but the larger proportion of each year's attendance has been of students preparing for the teaching profession. The evidences are abundant that their opportu¬ nities for remunerative employment and their actual power as teachers and consequent satisfaction in the work are greatly increased by the training. It was not until the sixth year of its operations, viz, 1885, that the Annex came into possession of a building. This greatly increased its advantages and its influence. The report for 1837 states: “In view of the increasing numbers, the society has secured additional lots adjoining its estate which nearly doable its extent, and will allow for future additions, for gymnasium, laboratories, etc. In fact, one building on the newly acquired estate has already, by the liberality of friends, been transformed into a labora¬ tory of chemistry, a convenience much* needed, and classes are actually at work in its cheerful apartments. ‘ ‘ The physical laboratory, situated in our main bulling, proved inadequate for the use of our classes last year, as was stated in the last Annual Report, and the executive com¬ mittee determined to enlarge it. This has been inexpensively accomplished, and there is now twice as much available room as there was before. There is still great need of apparatus both for physics and chemistry, and the funds at the society’s command are not sufficient to supply it.” Efforts to secure a permanent endowment fund were begun by the ladies of the execu¬ tive committee in 1883. They have succeeded in raising a fund of $70,000, and their efforts in this direction continue with unabated energy. Bbyx Mawb College, Beynt Mawe, Pa. The tabulated statistics of Bryn Mawr College show a steady increase in attendance during the three years of its history, and the president reports that the entrance exam¬ inations for 1837-83 give evidence of a better preparation on the part of candidates than formerly. During the year the trustees have added three members to the faculty, as as¬ sociates in English, mathematics, and history. A physical laboratory has also been erec ted and a department of physics added. The curriculum is arranged on the group system, which is described as follows in the programmefor 1837-88: 1 4 In all departments as yet organized there is a courseof five hours a week for two years, called a major course. Whenever one year of this course is of such a nature that it can be taken separately it is marked as a minor course. It is required of every candidate for a degree to take two such major courses as shall be homogeneous, or shall complete each other, and major courses which fulfil this condition are des¬ ignated as groups. It is meant that the student, under this system, should lay the foundations (*f a specialist’s knowledge, and the required studies, namely, English, philosophy, and science, or history and science, are intended in part to supplement the group, and in part to insure a more liberal training than could be achieved did every student combine elective studies at pleasure. “The two years' required course in English includes a general introduction into the study of language. English literature will be treated with steady reference to the com¬ parative history of literature; and the entire course will be so planned as to give unity and domestic application to the pursuits of students of philology, and to acquaint stu¬ dents of science or of history, in so far as this is possible in a special course, with the re¬ sults, scope, and methods of the study of language and literature. The required two years in science or in science and history permit the student of chemistry and biology to pursue both branches of the biological course, or to take a major course in physics ; and they insure to the student of history and of language for one year at least the same kind of instruction and discipline as is received by the scientific student. The one year’s coarse in philosophy is a general introduction into the study of the laws, conditions, and history of thought. 3 3 590 EDUCATION REPORT, 1887-88. A tabular statement of the courses leading to a degree is here presented: Minor courses ( one year each).* 1 and 2 3 4. 5 [6] [7] English (two courses). Philosophy, j Science, Physics, or Chemistry or Biology. Science i or History. French, or German, or Greek. Solid Geometry and Trigonometry. * Except 7. (One-half year.) Two major courses (two years each). Constituting any one of the following groups: 1 3 3 ' 4 5 Any Language Any Science* Mathematics Mathematics History with with with with with any Language. any Science. Greek or Latin. Physics. Political Science. Free electives. Five hours weekly for a year and a half. The “minor courses” in the above table are known as the required studies; the “ two major courses ” as the group. All studies whatsoever fall under one of these heads: “required studies, group, or free electives.” The following statement from the president’s report for 1886-87 shows the subjects chosen by the students for their major courses during 1885 and 1886: “By forty -six students that entered in the years 1885 and 1886, the following major courses have been selected: Greek and Latin, 15; Greek and English, 1; Greek and mathematics, 4; Latin and English, 1; Latin and German, 1; English and French, 1; English and German, 3; German and French, 4; mathematics and physics, 1; history and political science, 5; chemistry and animal biology, 9; chemistry and vegetal biol¬ ogy, 1. Thus it appears that of twenty-six who chose two languages in combination, fifteen took the two ancient ones, eight took modern ones, and three combined an an¬ cient and a modern language. The proportion selecting physics would doubtless have been larger had there been a department of physics during the first two years of the college. : ’ Bryn Mawr College awards five fellowships annually, “one in Greek, one in English, one in mathematics, one in history, and one in biology. They are intended to be an indorse¬ ment of previous attainments and entitle the holder to free tuition, a furnished room in the college buildings, and the sum of $350 yearly. They are open to graduates of Bryn Mawr College, or of any other college of good standing. No one may compete that has not a college degree or a certificate of prolonged study under well-known instructors; and, generally speaking, the fellowship will be given to the candidate that has studied longest or whose work affords the best promise of future success. ’ ’ The Bryn Mawr European Fellowship is also awarded ‘ ‘ annually to a graduate of Bryn Mawr College on the ground of excellence in scholarship. The holder receives the sum of $500, applicable to the expenses of one year’s study and residence at some foreign uni¬ versity, English or continental. The choice of a university may be determined by the holder’s own preference, subject to the approval of the college.” Akt Schools in Colleges foe Women. In both colleges and seminaries for women great attention is given to music and to the plastic arts. In general the provision for instruction in these branches is good, and in many cases it is of a very high order. The universal recognition of these branches in a scheme of instruction for women is COLLEGES FOR WOMEN. 591 not sufficiently explained by their mere value as social accomplishments, but is un¬ doubtedly due in some measure to their essential value as instruments of culture. More¬ over, it is evident that women are likely to have much more opportunity than is olfered by the average lives of men lor continued development in these directions, lienee, in giving prominence to art studies in the curriculum for women, the best provision is made for the maintenance of the artistic element as a part of human development. The colleges which have arisen in response to the demand for higher scholastic privi¬ leges for women have not laid less stress than the older seminaries upon the department of aesthetics. Vassar, Smith, and Wellesley present a very full equipment in this re¬ spect. Smith College, Northampton, Mass. SCHOOL OF MUSIC. The aim of this school is to provide the best facilities for students who desire to pur¬ sue any branch of music, practical or theoretical. The school is located in Music Hall, which furnishes ample accommodations for practice, lectures, and public performances. Candidates for admission to this school must be at least sixteen years of age, and fur¬ nish satisfactory evidence of having completed a course of study equivalent to that of a standard high school; and also Nos. 4 and 5 and either No. 1, No. 2, or No. 3 of the fol¬ lowing courses of musical study: (1) Piano: a Etudes for Technique: Czerny, Op. 740, first three books; dementi's Gradus ad Parnassum, first book (or Cramer’s Exercises, first two books), b Composi¬ tions: Mendelssohn’s Songs without Words; Beethovan’s Sonatas, Op. 2, No. 1; Op. 7; Op. 10, No. 1; Op. 14, No. 2. (2) Joi'ce: Concone’s or Bordogni’s Vocalises; Songs by Franz or Schubert. (3) Organ : Stainer’s Organ Method (or Buck’s Exercises in Pedal Phrasing). (4) Notation: The Theory of Rhythm, and Tonality, Seales and Key^, Transposition and Modulation. (5) Harmony: Principles of Four-part Composition, as far as the “Suspension,” as given in Richter’s Manual. Equivalents for these works will be accepted. Students of music who desire to pursue studies in connection with the college classes will be allowed to do so on fulfilling the requirements for the admission of special stu¬ dents. Proficiency in music will, however, receive due consideration in the estimate of preparatory work, but will not be accepted as an equivalent for more than one of the courses required. Students connected with the academic department or with the school of art are allowed to choose music as an elective study under the conditions which regulate the choice of other electives, provided that they devote to it not less than six hours a week of prac¬ tice besides the work in harmony. In the arrangement of the studies, however, three hours of practice in music are considered the equivalent of one hour of regular recitation. The regular course of study covers three years, and the degree of Bachelor of Music will be awarded to students who complete the course. To students who are not candidates for this degree, certificates specifying the amount and quality of the work done are given when they leave the school. SCHOOL OF AET. The aim of this school is to furnish practical and theoretical instruction in the princi¬ ples of the arts of design, — drawing, painting, and sculpture, including the elements of architectural styles and decoration. The Hiliyer Art Gallery offers rare advantages for the study of art. An endowment of fifty thousand dollars has been provided by bequest of Winthrbp Hiliyer for the perpetual increase of the art collection. Requisites for Admission. — Students who desire to devote their time exclusively to the study of art will be admitted upon satisfying the president and the teachers of the school of their ability to do the work required. Bur candidates for admission who wish, in addition to their work in art. to take studies with the college classes, must be at least sixteen years of age, and furnish evidence that they have completed the courses of study required for the admission of special students. Proficiency in art will, however, receive due consideration in the estimate of prepara¬ tory work, but will not be accepted as an equivalent for more than one of the courses required. All members of the college are allowed to choose art as an elective study, under the conditions which regulate the choice of other electives, provided that they devote to it not less than six hours a week. In the arrangement of studies, three hours a week of practical work in art are considered the equivalent of one hour of regular recitation. The regular course of study extends through four years, and diplomas will be awarded to students who complete it. 592 EDUCATION REPORT, 1887-88. Instruction is iirst given in free-hand drawing from casts and artistic objects; after¬ ward in drawing with crayon or charcoal from living models; students are then taught to draw from nature, with out-door practice. Painting in oil or water-color, sculpture, and etching are begun as soon as the rudi¬ ments of art are sufficiently comprehended. The principles of composition in painting, sculpture, and decoration are taught by lectures, and enforced by regular practice upon subjects assigned by the teacher. Courses of lectures supplementary to the practical study of art are also given upon perspective, anatomy, artistic expression, and the history of painting and sculpture. Students are not allowed to take advanced work until they satisfy the teachers of their ability to do so. Wellesley College, Wellesley, Mass. Wellesley has received by bequest of the late Isaac D. Farnsworth funds for the erec¬ tion of an art building, which will be ready for occupancy in September, 1889. Beside lecture-rooms, galleries for collections, and studios for those engaged in drawing and painting, a special feature in the plan of the building is the arrangement of small read¬ ing-rooms and libraries, so that the books and art material relating to particular subjects and periods can be made immediately available to general students. The School of Art is already furnished with a collection of over three thousand photo¬ graphs, engravings, etchings, and drawings; a series of stereoscopic views illustrating the history and art of different nations and periods; a collection of paintings in oil and water colors; copies of ancient armor; a ceramic collection; coins and pieces in bronze and iron; one hundred statues and busts, and a large collection of casts from the antique. The following statements from the current catalogue show the general conditions under which art instruction is carried on in the colleges specified: SCHOOL OF MUSIC. The School of Music, is located in Music Hall, which contains thirty-eight music- rooms and a hall for lectures and choral singing. Forty-three pianos and two large or¬ gans are furnished for the use of students. The organ presented by Mr. W. O. Gro¬ ver has three manuals, each of sixtv-one notes, a pedal of thirty notes, and twenty- six speaking registers. It contains 1,584 pipes. Requirements for Admission. — Candidates must meet the general requirements for ad¬ mission, and, unless accepted on certificate covering the following requirements, must pass satisfactory examinations in — Mathematics, as required for the Freshman class. Latin, as required for the Freshman class. French and German may be substituted for Latin history, Greek and Roman (Smith and Merivale’s). Outline of English and United States history. English literature. (Shaw’s Manual, or an equivalent.) English composition, as for the Freshman class. Geography, as for the Freshman class. Special students for any musical study will be received; but in all cases the above requirements must be met unless exceptional advancement in music can be urged as an equivalent for one required subject. Courses of Study. — Three full courses are offered, each extending through five years; students at all times taking three studies, two lessons per week in each. (1) Piano: Harmony and composition, and German or French. (2) Organ: Harmony and composition, and German or French. (3) Voice: Harmony and composition; two years Italian; three years German or French. Violin, viola, violoncello, harp, or any orchestral instrument may be made a specialty instead of the above-mentioned principal studies. Theory and ^Esthetics and lectures on history of music, last year of each course weekly. Students who complete either of these courses will receive the diploma of the School of Music, and if specially talented and deserving the degree of Mus. B. The five years ’ classical or scientific and musical course. — Students entering the classical or scientific course may combine the regular study of music with the work required for a degree, the collegiate studies extending through five years instead of four. Harmony and musical theory. — A thorough knowledge of the principles and practice of this branch of musical science is a prime necessity to every musical student. Without it no one can obtain clear and comprehensive views of the formation and character of musical composition. While it is not as yet a requisite for entrance to the School of Music the director urgently recommends that every member will at some period in her COLLEGES FOR WOMEN. 593 course include harmony with her musical work. It is better that this should he con¬ tinued for two years. All graduates must be able to pass a satisfactory examination in harmony and in the outlines of musical history. Emery’s Elements of Harmony. Richter’s Manual (translated by J. C. D. Parker). Richter’s Counterpoint (translated by Franklin Taylor). Richter’s Fugue (translated by Arthur Foote). Wohlfahrt’s Guide to Musical Composition. Ensemble playing. — Facilities are offered for the study and practice of chamber music, the fantasies, romances, sonatas, and trios of the great masters for the piano and violin, with addition of violoncello and occasionally other instruments. Analysis and interpretation. — Classes in analysis and interpretation of classical works will be formed by the director, in case it is desired by at least six students. Concerts and lectures. — At frequent intervals recitals and concerts will be given by the advanced students in the several departments by members of the faculty of the School of Music and by distinguished musicians from Boston and elsewhere. Lectures on theory and aesthetics and on the history of music and musicians are given throughout all the courses by the director and non-resident lecturers. SCHOOL OF ART. The purpose of the School of Art is twofold; while providing technical instruction in drawing and painting, it aims to supply such acquaintance with the arts in their his¬ tory, philosophy, and criticism as may profitably supplement the work in other depart¬ ments of study. The course in technical training covers five years. The requirements for admission to it are the same as those for the School of Music. Students may enter an advanced class at any time by presenting satisfactory specimens of the work required in the previous years of the course. The studies in the history and theory of art are counted among the regular college electives. Lectures upon these subjects are open without fee to all members of the college. Yassar College, Poughkeepsie, N. Y. SCHOOLS OF PAINTING AND MUSIC. The departments of painting and music, beside providing for the instruction of collegiate students, constitute schools for special instruction in these arts. The professors of these departments are the directors of the art schools, to whom, respectively, in connection with the president, the internal management of the schools is committed. In the Junior and Senior years students who show marked proficiency in either of them, and whose general standing for scholarship is good, may, with the approval of the faculty, take one of these arts as an equivalent to a collegiate study ; but in such a case harmony must be included with music. Two lessons a week in these arts are allowed to students in connection with their college studies, with a daily practice period. Applicants for admission to either of the art schools as resident students must present testimonials of good character, and must be able to pass a satisfactory examination in such studies as may serve to grade them in their collegiate work. They must also give evidence of sufficient natural talent for the art in which instruction is to be given. A full course of study in either department covers three years, but students who have already attained some degree of proficiency may finish the course in a shorter time. Special courses adapted to the circumstances of the student may be arranged by the director, with the approval of the president; but no student is allowed to pursue a course of study that has not been sanctioned by the proper authorities. Diplomas are awarded to those who have completed a full course and passed all its required examinations; to others certificates will be given on their leaving, stating what they have actually accomplished. Yassar possesses a fine gallery of art, to which additions are constantly made from a> special art fund. 33 ED 594 EDUCATION REPORT, 1887-88, Table 44.— Division A. — Statistics of Institutions for f Location. Name. President. Religious Denomination. Date of Charter. 1 2 3 4 5 ! MASSACHUSETTS. ■ Cambridge . Society for the Collegiate I Arthur Gilman, secretary . Non-sect... 1882 Northampton . Education of Women. Smith College . T, Clark Seel ye, tl T> . Non-sect.. J 1871 Wellesley . Wellesley College . Helen A. Shafer, M. A . Non-sect...' 1870 NEW YORK. Aurora* . Wells College . Edward S. F risbee, D. D . Non-sect... 1868 Le Roy . Ingham University . 1 Rev. W. W. Potheroh . Non-sect... 1852 i Poughkeepsie . Vassar College . ' James M. Taylor, D. D . Non-sect... 1861 j PENNSYLVANIA. 1 Bryn Mawr . Bryn Mawr College . .Tames T^. Rhoads . Non-sect... 1 1880 * Statistics of 1886-87. Table 44. — Division A. — Statistics of Institutions for f ' . Location. Number of Years in College Course. Number of Volumes . in library. Amount of Matricula¬ tion Fee. Amount of Graduation Foe. 3 33 27 3S 39 1 MASSACHUSETTS. i Society for the Collegiate Education of Women . 4 2, 214 875 ! ' Smith College . . . . 4 5,000 i Oollogo... , . . . Tl..T1fTtttl, 4 33, 550 NEW YORK. i Wells College* . 3,250 : Ingham University.. . . . 4 2,000 i . : Vassar College . 4 16,500 j . . 85 PENNSYLVANIA. i Brvn Mawr College . 4 5,000 Statistics of 1886-87, STATISTICS OF COLLEGES FOR WOMEN. 595 the Superior Instruction of Women for 1887-88. — Part I. Year of Opening. | Total Number of Instructors. Total Number of Students. — Prepara¬ tory De¬ partment. Collegiate Department. Number of Degrees Conferred in Course in 1887-88. Number of Endowed Professorships. Num¬ ber of Scholar¬ ships. Professors and Instructors. Students. Number of Fellowships. Number of Instruq^ tors. Number of Students. Male. Female. 3 "o Total Number. Number in Degree Courses. No. in A. b. Course. No. in b. s. Course. © ■ C s o G ►4 tt C o' fc 1 . I & | ft £ a £ Number in Special or 1 Partial Course. State. Other. 6 7 8 © 10 11 12 13 14 15 16 17 18 19 20 21 22 23 S ! 25 1879 50 103 0 0 «50 50 103 34 69 8 1875 24 312 0 0 11 13 24 312 198 10 54 52 54 100 1875 77 628 0 0 7 70 77 628 287 191 141 G2 0 o’ "o' 26 1868 24 16 0 24 16 16 i 1835 16 87 5 28 2 15 17 58 ! 16 0 o 0 1865 36 299 0 0 8 28 36 299 j 36 45 36 3 1885 19 81 0 0 14 5 19 81 . i 70 3 S ] 2 6 0 12 a Are those of Harvard College. the Superior Instruction of Women for 1887-88. — Part II. Annual Charge to Each Pupil for Tuition. Cost of Board and Lodging per annum. Value of Scientific Ap¬ paratus. Value of Grounds and Buildings. Amount of Permanent Productive Funds. Income for Year from Productive Funds. Amount of State or Municipal Aid Re¬ ceived within the Year. Amount of Receipts for Year from Tuition Fees. a -s.’s i-O a»«* O * g tip jhn Benefactions. 30 31 32 33 34 35 36 ; 37 38 39 £200 $300 $750 $30,000 $70,600 S3, 300 1 $12,000 $15,500 100 250 : 1 18,000 342, 000 400,000 . . ; . 100 200 ! 1 10,000 2, 000,000 235,000 25, 445 154,000 i 45,500 $44,360 100 400 282,150 200,000 9,250 6,000 ; 22,788 1,500 200 . 400 ‘ 83,000 . . 13,093 . 13,000 (400) 53, SS2 532, 628 " 463,577 25,122 . . 113,434 20,000 100 275 8,000 425,000 . . . 8,100 . 500 596 EDUCATION REPORT, 1887-88. Remaeks on Taele 44, Division B. Table 44, Division B, presents the statistics of two hundred seminaries for women. Of these one hundred and thirty-seven report preparatory departments, with 6,202 stu¬ dents. This leaves 19,202 students, of whom 67 per cent, are known to be in collegiate departments; the distribution of the remainder is uncertain. The majority of these seminaries are in possession of valuable buildings, as will be seen by reference to Column 24. A few are well equipped with libraries and apparatus, though, as a rule, larger pro¬ vision in these respects is desirable. Endowment funds are generally wanting, as will be seen by an examination of Column 25. In their general arrangement the academic or collegiate departments of these semi¬ naries show the influence of the colleges of their respective geographical sections. In the North they are generally divided into four classes, each corresponding to a year; in the South, on the contrary, the division is commonly into schools. The curriculum is a more or less modified copy of the college curriculum, with large opportunity for electives and for partial or special courses. The adjustment of studies is the evidence of a double purpose in the seminaries. On the one hand they have en¬ deavored to meet the general demand with respect to woman’s education. On the other they have sought to maintain that higher ideal which would appropriate for women as well as for men the advantages of the kind of instruction and training approved by wise effort and long experience as the best for mental discipline and culture. When to this double purpose there is the added responsibility of preparatory work it is obvious that some part of the scheme must fail of satisfactory results. Under such circum¬ stances a process of selection goes on quietly, perhaps, but none the less certainly, and in time makes itself felt in entirely new adjustments. Such a process has been going on in the seminaries for women throughout the country. Some have developed into col¬ leges proper; others are gradually assuming the distinctive character of schools prepara¬ tory to college; while many, abandoning to the colleges the work which is their particular province, seek to make provision for that vary large class of young women to whose wants the customary college training is not adapted. This separation of functions has been fully accomplished in bub few localities, but will undoubtedly take place in others as colleges for women and colleges open alike to both sexes multiply. In the absence of endowment funds the charges for board and tuition become the sources of support. Experience proves that this is not a condition favorable to the high¬ est development of a scholastic work, but, on the other hand, it is conducive to a clear understanding of existing demands. In their recognition of these demands and the measures adopted for meeting the same, these seminaries have escaped the charge fre¬ quently made against the superior schools for men of having lost touch with the inter¬ ests of actual life. Sixty-four per cent, of the seminaries tabulated belong to some one of the religious denominations. This relation is sometimes merely a nominal one, and sometimes im¬ plies oversight and financial aid from the denomination. The relation has fostered a high order of moral training in the seminaries, and has done much to develop that zeal for charitable and missionary labors which characterize a large proportion of the edu¬ cated women of the country. Brief notices of a few endowed seminaries or of seminaries that had been the special objects of denominational care are appended to this general view. The selection has necessarily been limited to such as have furnished very full information to this Office. They are fairly illustrative of the entire number. Judson Institute , at Marion, Ala. , is one of the oldest seminaries for women in the coun¬ try. It is the property of the Alabama State Convention, and its affairs are in the hands of a board of trustees appointed by that body. Its officers and teachers all receive stip¬ ulated salaries, so that they are freed from dependence upon the pecuniary profits aris¬ ing from its management. Its scholastic standards have always been high, the full grad¬ uating course corresponding to that of the arts colleges. It has enjoyed a*4arge patron¬ age, and numbers above five hundred alumna). The institute is in possession of a fine property. The buildings, which have been re¬ cently enlarged and newly furnished, were unfortunately destroyed by fire November 24. The estimated loss is one hundred thousand dollars, one-fourth of which was covered by an insurance. Temporary provision was at once made for continuing the exercises of the school and steps taken for the immediate restoration of the building. It will be constructed on a much larger scale than the old building. Wesleyan Female College , Macon, Ga .. received a charter in 1836, authorizing it to con¬ fer degrees upon women. The charter of Oberlin preceded this by a few years, but the Wesleyan Female appears to have graduated women from its college course earlier than Oberlip. COLLEGES FOR WOMEN. 597 The college has a deservedly high reputation, and numbers one thousand nine hun¬ dred and eighteen graduates. Its productive fund amounts to fifty thousand dollars. The grounds are extensive aud attractive. The college building contains a gymnasium, a museum of natural history, an n^t gallery, and a library well supplied with choice literature and books of reference. In addition to the main structure is a building con¬ taining a chapel and recitation rooms. Several hundred dollars have been expended in the scientific department for securing the most approved apparatus for the illustration of chemistry, natural philosophy, and astronomy. Silliman Collegiate Institute , Clinton , La., reports productive funds to the amount of twenty-seven thousand dollars. The catalogue for 1887-88 furnishes the following particulars: “The school was estab¬ lished in 1S52, chiefly through the benevolence of Mr. William Silliman. In 1866 he purchased the property and donated it with an endowment fund of twenty thousand dollars to the Presbytery of Louisiana. The conditions of the donation were’ that the Presbytery, through its agents and trustees in perpetual succession, should conduct qaid institution as a college for young ladies, to be kept free from all sectarian tenets and re¬ ligious dogmas. ‘ The object of the donor being,’ he said, ‘to give to the public an in¬ stitution of learning, where all denominations may send their children without inter¬ fering with the religious prejudices of any.’ “ To this fund several thousand dollars have since been added, making this the wealth¬ iest female college in the South-West, and thus enabling it to offer superior advantages, both in scope of curriculum and assistance to worthy pupils. The entire management of the institution is in the hands of a board of trustees, created by this Presbytery, irrespective of denominational tenets.” The large brick buildings, which were erected at a cost of thirty thousand dollars, present a handsome appearance; they are surrounded by attractive grounds embracing ten acres. The laboratory is supplied with costly apparatus for philosophical and chemical ex¬ periments and the class-rooms are well furnished with maps, charts, aud globes. The annual interest from the Silliman Fund furnishes tuition to about thirty young ladies selected by the board of trustees from applicants the least able to bear the ex¬ pense of education. The Dickinson Memorial Fund was donated by the late Mrs. A. R. Dickinson, of Pla- quemine, La. The interest of this fund is used for the tuition of the daughters of Presbyterian ministers. The standards of scholarship have been materially advanced during the past four years. Frederick Female Seminary, Frederick, Md., is one of the oldest incorporated institu¬ tions in the State. In 1840 the State Legislature granted a full charter and gave authority to raise fifty thousand dollars for the purchase of grounds and the erection of suitable buildings. The requisite funds having been secured, a building was erected and the seminary or¬ ganized in 1843. The original buildings were two in number, each fifty feet wide and ninety feet deep, with high basement and three stories. During the present year extensive additions have been built and the grounds greatly improved. During the Civil War the work of the seminary was suspended for a time. With the return of peace it was reopened and has since been continued without inter¬ ruption. The productive funds amount to $24,000. The seminary comprises a preparatory and collegiate department, the latter consisting of two courses, English and classical. Latin and Greek are included in the classical course, but for the latter French or German may be substituted. The number of grad¬ uates to date is two hundred and eighty-eight. Of seven institutions for the Superior Education of Women in Massachusetts, tabu¬ lated in Division B, Table 44, four report productive funds. Abbot Female Academy at Andover, chartered January 59, 1829, and opened May 6 of the same year, was the first academy incorporated for girls only in the State. . Its rec¬ ords show a long list of benefactors, to whose fostering care the academy is indebted for its ample buildings with their admirable equipments as regards library, cabinets, appa¬ ratus, art collections, and gymnasium. The curriculum is arranged in two courses; the English and Latin course covering four years, and the French and German course three years. Both courses give opportunity for electives. An efficient corps of teachers is always employed and high standards maintained. Ten scholarships have been founded in the academy. The amount of permanent productive funds reported is $16,084. A building fund has also been accu¬ mulated during the last four years, which amounts now to $36,528, of which $5,847 were given during the current year. 598 EDUCATION REPORT, 1887-88. Bradford Academy, founded in 1803 and chartered in 1804, is the oldest incorporated institution in tk country to which women were admitted from the first. It was con¬ ducted as a school for both sexes until 1836. when the male department wa,s closed. It occupies a fine site, commanding views of the beautiful scenery of the Merrimack Yalley. The building is spacious and supplied with all the appurtenances of a fine ed ucational work. The grounds comprise above twenty-five acres, twelve of which are covered with a growth of oak and laid out with paths for exercise and recreation. Great care has always been taken to secure superior teachers, and the records of the academy show the names of many who have 'achieved wide reputation. The regular academic course includes Latin and Greek, with French or German. The studies are so arranged that three are assigned for each term, the course being'completed in four years. Special courses are provided for those who come for a less time. The permanent productive funds amount to $36,000. The Semi-Centennial of Mi. Holyoke Seminary was celebrated with great enthusiasm and success June 22 and 23, 1887. The following particulars are derived from the volume containing, the account of the proceedings: Two semi-centennial days had been observed in 1886, viz, the granting of the semi¬ nary charter February 10 and the laying of the corner stone. October 3. Prior to 3836 but two schools for girls only had been chartered in the State, viz, Ipswich Academy in 182S and Abbot Academy in 1829. The former had no endowment to secure its con¬ tinued existence, and the latter was not designed exclusively to furnish the higher edu¬ cation, and for nearly forty years required no examinations for admission. The charter of J It. Holyoke Seminary legalized the holding of funds gathered — though with great opposition and ridicule — to found a permanent institution, designed to do for young women what colleges for two hundred years had been doing for young men. These funds were the voluntary gifts of benevolence and vrere all spent in building. In the entire lack of endowed departments, running expenses had been met for half a century from board and tuition fees; these were kept at the lowest figure practicable, that the seminary course might be “within reach of the class most likely to be benefited by it and to use it for the good of the world.” In view of these facts, when the desire of making a jubilee gift to their al ia mater was expressed in the annual meeting of the National Association of Holyoke Alnjmnce, June, 18S5, the proposition to secure endow¬ ment for the chair of the principal met with a warm response, and it was resolved to raise for this purpose before June. 1887, the sum of twenty thousand dollars, to be called the Mary L> on Fund. To devise means for the accomplishment of this purpose a com¬ mittee was appointed of which Mrs. Helen French Gulliver was chairman Mrs. Gulliver's report, presented at the anniversary, showed that the fund had reached the sum of $28,150 and was still increasing. The work of the committee will be continued with the hope of raising an endowment adequate to the larger demands of the college organization upon which Mt. Holyoke has just entered in accordance with the act of the Legislature March 8, 1888. By this act the name is changed to Mt. Holyoke Seminary and College, and power is granted to confer “such honors, degrees, and diplomas as are granted or conferred by any univer¬ sity, college, or seminary of learning in the Commonwealth.” By reference to Column 25, Table 44, Division B, it will he seen that the productive fund has reached the sum of $205,000. The growth of the seminary is well illustrated by the increase of its teaching force in the fifty years of its history. In 1837 the faculty consisted of one principal, one asso¬ ciate principal, two teachers, and three assistant pupils, and, so far as appears from the catalogue, without any division of labor or distribution of departments. In 1887 there are over thirty teachers, each one of whom has her department of instruction and her especial work. The roll of graduates numbers two thousand, whi^r, with four thousand non-gradu¬ ates, makes up a past membership of six thousand. Three-fourths of this number have been teachers: two hundred have been foreign missionaries; the alumnae records show that one thousand seven hundred and eighty-seven of the graduates have married. In the review of the work of the seminary attention is called to the great number of institutions which have been founded by graduates of Mt. Holyoke, or organized upon the same plan. In this connection the fact was noted that Mr. and Mrs. Durant gave some time to the special study of the workings of Mt. Holyoke when they were forming their plans for the foundation of Wellesley College. Sixty-one seminaries, academies, and high schools, all of excellent reputation, are enumerated whose principals or prominent teach¬ ers had been students of Mt. Holyoke. The treasurer of the alumnae association submitted the following report for the fifteen years from 1862 to 1837: “ The cash receipts of the treasurer in these fifteen years amount to §3o,0S6, of which 4 COLLEGES FOR WOMEN. 509 $23,350 belong to the Mary Lyon Fund; $1,800 were given toward building and fur¬ nishing Williston Hall; $1,104 for the mineralogical and geological cabinets; $1,145 for the educational fund; $:>G5 from the Boston and Worcester Alumnae Associations for mi¬ croscopes; $500 in one donation for the green-house; $500 in another for improvements in the seminary hall; $500 were received from a legacy of Eflie McKennan. “Though the Tolman Fund of about four Ihousaud dollars, the income of which is designed lor the benefit of weary teachers, did not come into our treasury, it should be mentioned here. “ Besides those gifts of money, there have been numerous and valuable gifts from in¬ dividuals and classes of which a grateful record is lcept with names of donors. These have not only aided in filling the cnbiuets and art gallery of Williston Hall and fur¬ nishing its various departments, but have also contributed in many ways to the com¬ fort and enjoyment of the household. The estimated value of gifts from classes alone is not less than four thousand dollars. Our missionary alumme have kept us in con¬ stant remembrance by their gifts of rare and costly antiquities from various lands. The department of natural science has also been greatly enriched by contributions through the same channel.” The following description of buildings and equipments is from the catalogue of 1887- 8S: “ The grounds, comprising nearly seventy acres, slope to a stream which broadens into a pond. A driveway leads across this stream and ascends the hill, which bears the name of Goodnow Park, in honor of the donor, Hon. E. A. Goodnow, of Worcester. The pond, furnished with boats and boat-house, affords opportunities for rowing. “The main edifice, which fronts west, has at each end a wing extending eastward; the extremities of the two wings are connected by the gymnasium, thus enclosing a quadrangle. ‘ ‘ Steam heat is supplied throughout, and an elevator gives easy access to the upper stories. Pure water is furnished in abundance from an artesian well four hundred and fifty feet deep. “The library, a fire-proof building connected with the main edifice, has recently been enlarged. The new room is filled with cases compactly arranged so that twenty-five thousand volumes can be shelved within easy reach. The library is open fourteen hours a day; at present it contains twelve thousand volumes, selected with careful reference to the courses of study. There is a card catalogue and also a classified index. The read¬ ing-room, near by, is well supplied with newspapers and magazines.” The Lyman Williston Hall (finished in 1876) stands north-east of the other buildings, surrounded by a spacious lawn. It contains large and well-appointed rooms for lect¬ ures and recitations, extensive cabinets, a chemical laboratory for practical work, and valuable philosophical apparatus. The art gallery occupies the entire upper floor of this building, including a large cen¬ tral apartment with several adjacent rooms. An astronomical observatory was completed in June, 1881. It contains a fine tele¬ scope with an eight-inch object glass, also a meridian circle, astronomical clock, chrono¬ graph, sextant, spectroscope, and other appliances. This building, with its equipments, as well as the lot on which it stands, is the gift of A. L. Williston, Esq., of Northampton, in memory of his son, John Payson Williston. In assuming the special function of a college it is not proposed to interfere at ail with the work of the seminary. The distinction between the two as regards admission re¬ quirements and curriculum illustrate very clearly the differences in general between seminaries and colleges for women. For this reason an outline of both works is here presented. Admission requirements to Seminary. — Mathematics. — Mental and written arithmetic, including the metric system of weights and measures; Olney’s Complete School Algebra (an elementary work is not sufficient) ; plane geometry. In order that a requisite mathematical discipline may be gained, it is desirable that there be a familiar acquaintance with two or three authors in higher arithmetic. A careful review of mental arithmetic is also important./ Latin. — Latin grammar, Jones’s Latin Prose Composition, Cfesar’s Gallic Wars, four books, or an equivalent amount of Cornelius Nepos, or Sallust; Cicero, seven orations. A thorough acquaintance with the principles of syntax is required. The English system of pronunciation is preferred. , English.— Knowledge of principles as given in How to Write Clearly, by E. A. Abbott, or in Welsh’s Essentials of English; correction of errors in syntax, and an essay on an assigned subject. 600 EDUCATION EEPOET, 1887-88. Geography; also Guyot’s Physical Geography, Parts II and III, or an equivalent. History of the United States. Although well-qualified candidates may be admitted to the entering class at sixteen years of age, it is better that all should be seventeen or eighteen. None should enter the Senior class under twenty. The prescribed studies of the seminary course are as follows: Latin; Ancient and Mediaeval Literature; French or German1 ; English Literature; Rhetoric and Philology; Logic; Mathematics. The required course includes plane, solid, and spherical geome¬ try, algebra, and plane and spherical trigonometry. Physics; Astronomy; Chemistry; Mineralogy, Lithology, and Geology; Physiology and Hygiene; Zoology; Biology; Bot¬ any; History. Two courses, one in ancient and the other in mediaeval and modern his¬ tory, are required. Civil Government; Mental and Moral Science; Theism and Christian Evidences; History of Art. Course of Study. — The prescribed curriculum is arranged to occupy four years. It is the aim of the course to give a solid and well-balanced education in those things which are fundamental, at the same time encouraging and providing for farther study in what¬ ever department it may be desired. The special courses arranged in French, German, and Greek, as well as in some of the sciences, are additional to the regular curriculum. The college curriculum is substantially the same as that of other arts colleges. It presents a higher range of the seminary studies. Greek appears among the prescribed subjects, and large provision is made by electives for special courses in the modern lan¬ guages, Ancient and Modern Literatures, Physical Science, Psychology, Ethics, Philoso¬ phy, ^Esthetics, Political Economy, and International Law. In accordance with the time-honored traditions of Mt. Holyoke the new department makes special provision for the study of the Bible and of Theism and Christian Evi¬ dences. Greek is omitted from the scientific course, and Latin is pursued but two years; the first as a prescribed and the second as an elective study. The college courses, classical or scientific, occupy four years. The Industrial Institute and College for White Girls , Columbus , Miss. , derives its entire income from State appropriations. In his report to this Office for the current year the president says: ‘‘This institution was established by the State of Mississippi by act of Legislature, approved March 12, 1884. First session opened October, 1885. Its design is to afford white girls of Missis¬ sippi opportunity for education in the arts and sciences, training in music, fine arts, and industrial arts. Its success, as attested by popular favor and the record of its pupils now engaged in teaching in academic and industrial schools, as well as by the number of pupils earning good salaries in telegraphy, phonography, book-keeping, decorative art, and other lines of profitable employment for which they were prepared here during the first three sessions, is already beyond the hopes of its most earnest advocates and inaugurators. ’ ’ Lindenwood College , St. Charles , Mo. , was opened as a private school in 1830. In 1854 it was chartered as a college in view of liberal gifts for its establishment, made by two citizens, Maj. George C. Sibley and S. S. Watson, Esq. In 1870 it was placed under the control of the Presbyterian Synod of Missouri. The college buildings were erected expressly for the purposes they serve. They are surrounded by spacious and beautiful grounds which afford fine facility for exercise. The endeavor was early made to secure an endowment fund for the institution in order that the various departments might be freed from dependence upon tuition fees. The efforts were so far successful that in 1871 upwards of forty thousand dollars had been secured. This, however, appears not to have been invested as a permanent fund, and the catalogue of 1885-86 stated that the college had no endowment. The next year (1887) a fund of twelve thousand dollars was reported, of which ten thousand appeared to be a recent gift. Renewed efforts are being made to raise the endowment to a sum commensurate with the high purposes of the college, and also to increase the provision for laboratory practice. The course of the college department is an extensive one, cov¬ ering four years. Only those who complete the same receive the college diploma. The Greensborough Female College , Greensborough , N. C. , reports a small productive fund, amounting to three thousand dollars. The following particulars of its history and equipment are from the catalogues for 1881-82 and 1885-86: The college was founded by the North Carolina Conference and chartered in 1838, be¬ ing the first incorporated college for women in the State. It was opened for students in 1846 and continued in successful operation until its destruction by fire in 1 863. It was reopened in 1873, and in 1881 was bought by a number of citizens living in different parts of the State. 1 Greek may be substituted. COLLEGES FOR WOMEN. 601 The college building is located near the western limits of Greensborougli, in the centre of a campus embracing forty acres, a large portion of which is finely shaded. It is very large, commodious, and well adapted to school purposes, containing a capacious chapel and dining-room, study hall, lecture, recitation and music rooms, parlors, an art studio, and dormitories sufficient to accommodate two hundred boarders. The authorities of the college have recently appropriated one thousand dollars for the purpose of purchasing books and adding to the chemical and philosophical apparatus. The patronage of the college is chiefly Methodist, although other denominations are represented. Candidates for a full diploma must pass the required examination in the regular En¬ glish course and in one ancient or modem language. Many of the graduates and former students of the college fill responsible places as teachers. The two past years have been the most prosperous ones in its history. Four seminaries for women in Ohio report productive funds as follows: The Shepardson College , Granville , $65,000; Hillsborough Female College , $6,000; Western Female Seminary , Oxford , $29,500; Lake Erie Female Seminary, Painesville, $32,300. The Shepardson College sustains co-operative relations with Denison University, al¬ though there is no organic union between the two. The relation secures to the college the benefit of the libraries and laboratories of the University. The Western Female Seminary has received during the current year three gifts of money, amounting to sixteen thousand dollars, for a new building for scientific pur¬ poses. The catalogue of Lake Erie Female Seminary for 1887-88 furnishes the following particulars: The seminary is an outgrowth of the educational work of Mary Lyon. In 1847 a school for girls taught by graduates of Mt. Holyoke Seminary was established at Willoughby, Ohio, but alter several years’ successful work the building was destroyed by fire. A question then arose as to the permanent location of a school which should be more completely upon the Mt. Holyoke plan. Liberal offers were made by the citizens of Painesville which were accepted, and in 1856 Lake Erie Female Seminary was incorporated under the general statutes of Ohio. It was opened in September, 1859, most of the teachers being graduates or former teachers of Mt. Holyoke Seminary. The seminary offers a course of study more extensive than -that of most high schools, especially adapted to the needs of women, prominence being given to history, art, and literature, while it furnishes thorough drill in languages and mathematics and gives a large place to natural sciences. The seminary is not a preparatory school to any college, but special students may pursue its courses in mathematics and the languages embracing more than is required for entrance to college, while the completed seminary course, by its breadth and thoroughness, lays the foundation for advanced special training accord¬ ing to university methods. The seminary course gives time for the use of the library, for essay writing, music, training in household duties, and other means of culture neces¬ sary for the complete development of woman, whether the student is to enter a profes¬ sion or take her place in a home. The seminary is to its students not only a school, but a safe and pleasant home, with regular hours for sleep, exercise, and study, together with the helpful influence of a large number of resident teachers, and the companionship of young ladies of kindred tastes from different parts of the country. While the religious teaching is unsectarian, it is the constant aim to develop character founded upon Christian principle, and to prepare for duties of Christian womanhood. The seminary illustrates the principles of Christian union in its board of trustees, its teachers, and its religious life and instruction. Six missionary societies are sustained, representing as many branches of the church, and contributing to their separate treas¬ uries: but the members of the seminary unite in Bible study, daily worship, and in the study of all movements, religious and philanthrophic. for the good of the world. The location of the seminary, half a mile west of the business centre of the town, is pleasant and healthful. The grounds comprise fourteen acres, including a fine grove, and furnish abundant opportunity for exercise and recreation. The main building con¬ tains, beside eighty rooms for teachers and students, a chapel, used also for public ex¬ ercises, a reception room and drawing room, a reading room, well supplied with period¬ icals, and open free of charge; a well selected library; a large studio for classes in drawing and painting; lecture and recitation rooms, and a gymnasium. The wing con¬ tains, in the basement, six music rooms and a laboratory tor practical work in chemis¬ try. All the teachers and students board in the seminary, and the assignment of rooms is made by the principals with regard to health and the general good. No day scholars are admitted. This is for the sake of carrying on the school work with less interrup¬ tion, and especially on account of the domestic system, which admits of no privileged class, exempt from the common duties and responsibilities of the one family. 602 EDUCATION REPORT, 1887-88. The ordinary daily housework, thoroughly systemized and lightened by many appli¬ ances for lifting weights and saving steps, is performed by the students, under the super¬ intendence of the teachers. The time thus occupied, one hour daily, is so arranged as not to interfere with the hours of study. The economy of this arrangement was, at first, the chief consideration in the founding of Mt. Holyoke Seminary, but there are other and stronger reasons in its favor. It gives healthful exercise, cultivates a taste for home occupations, honors labor, and makes the institution not only less expensive, but more independent than it could be with the number of servants that would otherwise be re¬ quired. The student sees what system, co-operation, and prompt action can do; and in time she finds herself able not only to take responsibility but to enjoy it. And thus, in future years, she will bear her part among the workers of the world with greater ease and success. Candidates for entrance must be sixteen years of age and in good health. For ad¬ mission to the regular course they are examined in— English. — Grammar, Composition, and Rhetoric, with selected works from standard authors. Latin . — Daniel and Collar’s Beginner’s Book, Jones’s Prose Composition, Caesar’s Gal¬ lic War, four books; Cicero, four orations. Mathematics. — Arithmetic, through cube root, and Olney’s Complete Algebra. Physical Geography. Risiory. — History of the United States, Bible History, the Life of Christ. Science. — Elements of Physiology and Hygiene. The permanent funds, as will be seen by reference to Table 44, Column 25, amount to $32,300. Most of the contributions to the school have come from citizens of Painesville and Northern Ohio, but the seminary is not local in character or design. Pupils have come from twenty-six States in the Union. Many of its gr aduates are settled in the far W est, and some are teachers in foreign lands. If the present low rates of board and tuition are to be maintained, the seminary must rely upon the friends of education for the fuuds necessary to equip it completely for the increasing demands of liberal culture. There should be a permanent fund for sustain¬ ing and enlarging the departments of instruction, and for making additions to the library and apparatus, and to the natural science collections * The Nashville College j > Young Ladies , Nashville , Tenn.. was opened as a private enter¬ prise in 1880, and the following year passed into the hands of a board of trustees. The first care of the board was the purchase of a site and the erection of a commodious and substantial building. To meet the demands occasioned by the rapid growth of the institution additional grounds were soon after purchased, by which ample space has been secured. The arrangement and furnishing of the building show due regard to the health aud comfort of students. For scientific instruction the college is allowed access to the splendid outfit of the Van¬ derbilt University, which having been purchased under the personal supervision of the chancellor and the professor of chemistry in London, Paris, Berlin, and New York, is of the finest kind aud of the amplest variety. Pupils belonging to advanced classes of this institution are permitted, in company with a teacher and under proper regulations, to attend the lectures of the Vanderbilt University and to enjoy the benefits of the museum, cabinet?, library, and apparatus of the same. No attempt at co-education is designed. The young ladies are taught and drilled in the texts covering the ground of instruction by their own teachers, in the class-rooms of the college. Those who attend upon lectures under this arrangement are required to take notes of the subjects discussed, to prepare recitations, and to pass writ¬ ten examinations before their own teachers upon the topics thus studied. By this ar¬ rangement the ample resources of the university are brought within reach of such young ladies as are properly prepared to profit by them. In order to enter the regular collegiate course of the institution pupils are required to pass approved examinations upon the following subjects or their equivalents: Geog¬ raphy, arithmetic, grammar, algebra to equations, history of the United States, history of England, elementary botany, elementary physics, composition, word analysis, and spelling. To enter the Department of Languages they must present: (1) in Latin — grammar, ele¬ mentary composition, Caesar’s De Bello Galileo (four books), and Sallust’s Cataline; (2) in French or German— elementary grammar, pronunciation, .and reading. For entrance into advanced collegiate classes the pupils must pass examinations upon the above with the topics of the intervening grades. The Vermont Methodist Seminary ard Female College was founded in 1834. The trus¬ tees are authorized and empowered to establish and confer on female pupils whom COLLEGES FOR WOMEN. 603 they shall deem worthy thereof and who s!utll have completed the regular course of study prescribed in said college, all such literary honors and degrees as are usually con¬ ferred by the best academies, seminaries, or female colleges. The curriculum is arranged in seven courses, as follows: 1. Modern, three years. 2. Music, three years. 3. Art , three years* 4. College Preparatory , four years. 5. Latin Scientific College Preparatory, four years. 6. Latin Scientific , four years. 7. Collegiate , four years. An efficient corps of teachers is employed and high standards are maintained. The amount of productive funds reported is twenty thousand dollars. 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 o2 33 34 35 36 37 38 39 40 EDUCATION REPORT, 1887-88. Table 44. — Division B. — Statistics of Institutions for Location. Name. Principal. 1 S 3 ALABAMA. Rev. M. G. Williams A. H. Todd . A. B. .Tones n r> t.t. r> J. D. Anderson, a,m . Sam. W. Averett . Jas. D. Wade . , . Rev. G. W. Maxson, r> n_ S. R. Foster a tvt Alonzo Hill. a. m . _ . Alabama Conference Female Col¬ lege. John Massey, t.t, tt CALIFORNIA, Henrv Ludla.m . C. C. Stratton, d. n . Santa Rosa . Santa Rosa Ladies’ College . Rev. W. A. Finley, A. m., d. d... CONNECTICUT. Hartford (40 Pratt St.).... GEORGIA. Hartford Female Seminary . M. Louise Bacon . Lucy Cobb Institute . Miss M. Rutherford . Athens . Covington . .< . Georgia Methodist Female College... Andrew Female College . Rev. John T. McLaughlin, A.M. Howard W. Key . Cuthbert . Dalton . Dalton Female College . Jno. A. Jones, A. m . Forsvth . Monroe Female College . Richard T. Asburv, A. M . Gainesvile a . Georgia Baptist Seminary for Y oung Ladies. Griffin Female College . A. W. Van Hoose . . Griffin . Rev. C. V. Waugh . La Grange . La Grange Female College . . . Rufus W. Smith, a. m . La Gi an go . T . Southern Female College . Charles C. Cox . Macon . Wesleyan Female College . . . Rev. W. C. Bass, d. d . Neivnana . College Temple . M. P. Kellogg, A. m . Rome* . T.__ Shorter College . L. R. Gwaltnev . .v . Thomasville . Young Female College . John E. Baker, a. m..7. . ILLINOIS. Chicago (485 W.Taylor St) Greenville . Seminary of the Sacred Heart . Madame H. Spalding . Almira College . . . James P. Slade . Jacksonville . Illinois Female College . W. F. Short, D. d . Jacksonville . Jacksonville Female Academy . E. F. Bullard, a.m . Knoxville . St. Mary’s School . Rev. C. W. Leffingwell, d. d... Gilbert Thayer, d. d . Mrs. F. A. W. Shinier . Morgan Park . Chicago Female College . Mt. Carroll . Mt. Carroll Seminary . Rockford . Rockford Seminarv . Miss Anna B. GelSton . INDIANA. New Albany a . De Pauw College for Young Women. Rev. L. M. Albright . IOWA. Davenport a . Immaculate Conception Academy ... Callann.n College . Sister Mary Gonzaga . Des Moines o . C. R. Pomeroy, d. d....v . KANSAS. Oswego . . . ColleiTA fV>r Voiino" Ladies . Miss Susan H. Johnson . Topeka . . . College of the Sisters of Bethany . Thomas H. Vail . * Statistics of 1886-87. o Statistics of 1885-86. STATISTICS OF COLLEGES FOE WOMEN. G05 the Superior Instruction of Women for 1887-88. — Part I. Date of Charter. Date of Opening. ! Religious Denomination. Professors nnd In¬ structors. Students. Authorized by Law to Con¬ fer Degrees. Number of Degrees Con¬ ferred in Course in 1887-88. Number of Scholar¬ ships. Number of Graduates, 1887-88. Male. Female. Total. Number in Prepara¬ tory Department. Number in Collegiate Department. Number of Resident Graduates. Total Number of Students Enrolled. © d m Other. 4 5 6 7 § 9 10 ii 12 13 14 15 16 17 IS 1843 M E So .... 1 4 5 50 40 90 7 1852 4853 1 3 4 21 45 68 Yes . 2 1 2 1S50 1843 M.E. So . 1 14 15 56 173 6 235 Yes . 32 0 0 32 1840 1 4 5 20 40 75 Yes . 1 | 1 1841 1839 Baptist . 2 11 13 36 88 1 134 Yes . 15 0 i 0 15 1830 i g 7 4 91 Yes . 6 1 6 1840 1841 Presb. 9 4 g 71 146 1 3 1857 1857 2 8 10 50 75 125 4 0 i 0 4 1860 g 9 235 12 1855 1856 Meth . o 9 156 Yes . 36 1885 7 10 81 1876 1871 5 19 24 83 145 4 228 Yes . 0 10 16 1884 2 4 g 41 1861 1861 Non-sect. 1 6 20 50 70 3 18^8 1859 5 14 19 15 79 130 Yes . 27 1850 1850 Meth . 34 4 7 40 97 137 Yes . 5 0 0 5 1853 1854 Meth . 3 g 35 90 Yes . 8 1 9 1872 M. E. So . 2 7 9 181 1 5 1849 1850 Tta pti 3 4 7 46 70 116 0 i 6 1878 1878 Baptist . 1 4 5 30 50 80 . i . 1848 1 3 4 20 60 0 80 Yes . 1 0 0 . I 1 1846 1838 M.E So . 4 7 11 49 126 175 Yes . 24 0 0 24 1843 6 14 20 16 182 Yes . 0 0 26 1836 1839 M E So * g 13 19 28 298 326 Yes . o 6 CO 1853 1853 2 3 10 30 100 130 1877 1873 Ttept.ist 3 12 15 163 Yes . 9 1868 1869 \rm -sp.pt 1 3 4 26 69 95 Yes . 9 9 1870 1858 T? C! 18 19 23 SO ! 120 9 1857 1855 Nmi-sept, 1 9 10 12 50 62 No . 0 0 0 3 1847 1847 M E 5 10 15 100 95 5 200 Yes . 16 0 1 0 15 1835 1830 1 10 11 138 1882 1868 P E 4 9 13 63 60 0 123 Yes . 12 . 0 0 12 1874 on-sect. . g 7 13 8 42 x 63 9 ±o/ O 1852 1853 1 i 10 11 125 Yes . 13 1847 1849 Non-sect 1 18 19 1 160 i Yes . 1852 1852 Meth . 5 36 1869 1859 P. f! 17 17 126 64 ISO ! Yes . 5 1879 Non-sect. . 3 10 13 59 85 144 JLOOU 1883 1886 PrA«:Vi 1 9 Q 14 30 32 71 Yes . 1870 1872 P.E . 1 7 [23 30 j 143 i 84 1 227 Yes . 0 1 0 i 0 1 i 1 2 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 40 606 EDUCATION REPORT, 1887-88. Table 44.— Division B. — Statistics of Institutions for 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 77 78 79 j Location. Name. Principal. 1 2 3 KENTUCKY. Miss T/Oftie A. Campbell . .Tames .T Rucker, ll. t> . T Simp-on Met all.. Jno. Aug. Williams . . ,T. W Rust A Ar LL T> . . .T. T. Patterson .. . Sister Servant . H.B. McClellan . L. D. Hampton . Thomas D Ps^’idsoil I'adesman Popp J. P. Marshall . Miss M F He-critt Kentucky College for Young Ladies. Logan Female College . Rev. Erastus Rowley D D J Russellville* . H. K. Taylor . Shelbvville . Science Hill School . W. T. PovnfpT t> r> Slielbyville . Stuart’s Female College . W. H. Stuart . Stanford . Stanford Female College . Alex. S. Paxton a ts . Woodburn..... . . Cedar Bluff Female College . Rev. B. F. Cabell . LOUISIANA. i Clinton . Silliman Female Collegiate Institute. Mansfield Female College . Geo. .T. Ramsev, a . m . ! Mansfield* . Rev. Francis M. Grace, A. M., D. D. Maj. A. L. Cox, A. M . Minden . Minden Female College . MAINE. Deering . l Westbrook Seminary and Female College. Maine Wesleyan Seminary and Fe¬ J. P. Weston . Kent’s Hill . Rev. Edgar M. Smith, A. M .. .. male College. MARYLAND. Baltimore (Park Ave.) ... Baltimore Academy of the Visita¬ Mother Mary Paula Combs .. Baltimore (Park Place).. Cambridge . tion. Baltimore Female College . K. O. Rroolcs . Cambridge Female Seminary . Frederick Female Seminary . J. F. Baugher, A. m . , Frederick . W. H. Purnell, t,t,. n . Lutherville . Lutherville Seminary . . J. H. Turner . MASSACHUSETTS. i Andover . Abbot Academv . W. F. Draper . 1 1 Auburndale . ! asell Seminary for Y"oung Women.. G-an nett Institute . Rrasrdon . ! Boston (69 Chester Sq.)... ! Bradford . ‘..... Gen Gannett . Bradford Academv . Annie E Johnson . i Norton . Wheaton Female Seminary . A F.merson . South Hadley . Mt. Holyoke College . Elizabeth Blanchard . MICHIGAN. 1 Kalamazoo . . . Michigan Female Seminary.. . Isabella. G. French, A. R . 1 MINNESOTA. Albert Lea . Albert Lea, College . Rev 1?. H. Abbott, n. n . 1 Faribault . St Marv’s Hall ...„ . Miss F.lla F. T.awrenee . Minneapolis . i Bennet Seminary.: . Miss E. E. Kenyon . * Statistics of 1886-87. a Statistics of 1885-86. STATISTICS OF COLLEGES FOE WOMEN. 607 the Superior Instruction of Women for 1887-88. — Part I— Continued. Date of Charter. Date of Opening. * Religious Denomination. Professors and In¬ structors. Students. Authorized by Law to Con¬ fer Degrees. Number of Degrees Con¬ ferred in Course in 1387-88. Number of Scholar¬ ships. Number of Graduates, 1887-88. © 73 £ Female. Total. Number in Prepara¬ tory Department. i ° ' flB i li !3| ; -5 3 ! Z* i 3> © £ j t ! ^ aj 1 0’S 1 0 r K ' ®T! j:0 £5 _2 P Slate. Other. 4 5 6 7 8 9 19 11 — 13 13 14 15 16 17 IS 1S77 1861 1 12 13 35 94 I 4 133 0 0 1 5 | 1829 1846 3 7 XO 10 23 98 123 Y es . 4 1873 1874 1 5 6 50 57 2 ! 107 Yes . fj 1S46 1856 O 25 100 140 0 1 12 ' 1854 1856 1 5 6 10 40 75 Yes . o 1 1869 1869 8 7 15 104 o 154 Yes . 11 0 0 11 j R.C . 7 30 121 11 : 1S56 1854 2 10 12 100 Yes . 14 1878 1S7S l9 14 80 100 10 Yes . 20 1884 1881 3 10 i 50 1851 1851 M.E. So . 2 K 16 95 102 ! 197 ; Y©S.... 8 i 8 1876 i 3 4 15 30 I 47 Yes . 0 ! 0 1S61 1852 i § 9 34 97 I 13 L ; Yes . 15 . 1 15 1S7G 1873 i 5 6 9 32 l 41 Y es . 2 1867 1867 Meth. So . o 7 ! 9 140 Yes . 10 i 10 1879 1825 M. E. So . 1 i 9 | 10 | 97 | 52 0 152 ! Yes . 6 0 3 1849 1839 Presb . 1 6 1 7 40 43 o 91 Y es . 5 0 0 5 ! 1868 ! 1868 Non-sect . 1 4 5 25 l 60 o ■ Yes 0 1 0 3 ! 1864 j 1862 Non-sect. j j 3 6 9 8 i 72 80 Yes 7 i . 1852 ! 1852 Presb . i 2 6 8 ! | 45 66 ! 0 ! Ill Yes . 0 o ! 30 > 0 1855 1855 M.E. So . 3 5 ! 8 ; so 1 60 [ 90 1850 ! 1850 Non-sect . 1 H ! 4 20 | 60 i . ! 80 Yes . 2 12 0 i 2 1831 1834 TTnivr . 3 3 1 6 22 ' ; 60 i 25 150 Yes 4 2 15 1821 1821 ; M.E . 12 i 7 19 58 170 ; 286 Yes . 11 5 0 4i 1838 1837 1 ! E.c . ! 24 I 24 90 98 1 o ■ 188 i ; ^ 1849 184S ' Non-sect . I 3 5 8 0 j 51 ■ Yes . 0 26 1858 1 1866 ! Non-sect . 1 1 1 3 1 4! 32 ! 20 2 ' 52 i Yes . 4 10 ‘ 4 1841 j 1S43 1 Non-sect . j i | 9 j 10 1 25 96 4 : i2o ; Yes . 14 6 14 1853 1853 ! Lutheran ...j 4 6 10 1 4 92 96 j No . 0 ! 13 1829 1829 j \ Non-sect . 1 3 i 1 J 1 12 32 62 i oi 94 j No . 0 0 | 10 8 1851 1851 , M.E . 1 10 20 | 30 25 ' 60 2 j 172 ! No . 0 0 0 14 j 1854 | Non-sect . j 7 ; 10 : 17 ! 50 ! No . 0 . 5 1804 ! 1803 | Non-sect . j 5 10 i 15 i 30 | 144 | o ! 174* No . 0 0 : i 14 1837 j 1835 j Non-sect . j 2 j 11 13 ! . 86 No . 0 7 : 9 ! 1836 j 1837 j Non-sect . j 5 35 40 j 1 . | : . ; 314 0 ! 1856 1856 1 Presb . 7 7 s 41 No . i 0 o 0 i 4 1883 1885 . Presb . . 1 6 7 ! 44 16 o ! 60 ! Yes . o ! 0 0 ! ° * 1871 ! 1866 p. E . i 3 14 17 ! 16 153 153 ; No . ! o 1 ■j ■> 1 1869 1 1865 Non-sect . 1 1 O 1 4=< 9 11 ' : 25 60 55 ! Yes . ! 14 : . i . :J ! 14 1 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 98 99 100 101 102 103 104 105 106 107 108 109 no in 112 EDUCATION REPORT, 1887-88. Table 44. — Division B. — Statistics of Institutions for Location. Name. 1 1 Principal. 1 3 3 MISSISSIPPI. W. T. T.owrey a.m . Ti T1 Ti'it.rhngh a Rev. Walter Hillman, el. d... Industrial Institute and College for Education of White Girls of Mis¬ sissippi. Chas. H. Cocke . Miss T.ena Elgin . Holly Springs . Franklin Female College . Mrs. Rosa M. Tyler and Mrs. R. H. Tunstall. W. T Davis, A m . W V Frierson . Rev. E. H. Mnungp.r . L. M. Stone . T G Sellers r». t> Summit . . Lea Female College . Cha,s. H. Otken, a.m . MISSOURI. Columbia......... . . Christian Female College . W. A . Oldham . Columbia . Stephens Female College . T. AV. Barrett, A.M . Fayette a . Howard Female College . Hubbard K Hinde . Fulton * . Independence . Fulton Synodical Female College . Kansas Citv Ladies’ College . Rev. B. H. Charles, D. D . .T. M. Chaney . Independence.... . Woodland'Coilege . Geo. S Bryant, A.M’ . Jennings . St. Louis Seminary . . . B T Blewett T,r,.n Lexington . Baptist Female College . F Menefee Lexington . Central Female College . W. F. Kerdolff . Lexington . . . The Elizabeth Aull Female Semi¬ .T. D. B. Canton . Mexico . nary. Hardin College . A K Yancey . St. Charles.... . Lindenwood Female College . Rev. Rohert Irwin, T>. T> . St. Louis . Mary Institute, Washington Uni¬ versity. Ursuline Academy . .Tames H. Dillard . St. Louis . Mother Joanna . ,, . NEVADA. Reno... . Bishop Whitaker’s School for Girls.. Robinson Female Seminary . J. M. Rankin . NEW HAMPSHIRE. Exeter * . George N. Cross A . m Tilton . New Hampshire Conference Semi¬ nary and Female College. Tilden Seminary . Rev. D. C. Knowles, t>. t> . West Lebanon . E. Hubbard Barlow, A. M., PH. D. NEW JERSEY. Borden town a . Bordentown Female College . Rev. William C. Bowen, A. M.. Miss Julia McAllister . Burlington . St. Mary’s Hall . Freehold . . . NEW YORK. Freehold Young Ladies’ Seminary... Miss Eunice D. Sewall . Albanv (Kenwood! . Academy of the Sacred Heart . Mndam E Hrto-nn . Albany . . . St A on es Sch ool . •. . . Miss E. W. Bovd . Brooklyn . Brooklyn Heights Seminary . Charles E.West, f. b. b., ll. d. Brooklyn . Packer Collegiate Institute . Truman .T. Backus, t.t.. t> . Buffalo . Buffalo Female Anademy . Albert T. Chester . Canandaigua . Granger Place School . . . Miss Caroline A. Comstock.... * Statistics of 1886-87. a Statistics of 1885-86. STATISTICS OF COLLEGES FOE WOMEN. 609 the Superior Instruction of Women for 1887-88. — Part I — Continued. Date of Charter. Date of Opening. Religious Denomination. Professors and In¬ structors. Students. Authorized by Law to Con¬ fer Degrees. Number of Degrees Con¬ ferred in Course in 1887-88. Number of Scholar¬ ships. 1887-88. .2 d £ 1 Female. Total. Number in Prepara¬ tory Department. Number in Collegiate Department. Number of Resident Graduates. Total Number of Students Enrolled. State. Olher. Number of Graduates, 4 5 6 7 S 9 10 11 12 13 14 15 10 17 18 1ST" 1873 16 185 1S59 1859 M E So.... 5 9 14 25 1.37 17 179 Yes 21 21 1 S53 1853 2 6 8 120 1 884 18S5 1 21 22 262 382 18“8 1878 4 \ 110 184Q 1848 5 35 50 100 Yes 5 5 1872 1872 M.E So . 1 7 8 29 100 Yes 5 5 1S54 1853 Cumb. Pres. 1 5 6 30 20 30 75 Yes . 0 0 0 0 1852 1852 1 3 \ 51 28 79 Yes ... 6 1837 M. E. So 1 5 6 100 18S2 18s0 1 4 5 59 2 94 Yes 7 7 1872 1869 2 5 7 75 80 Yes. 2 1877 1877 Baptist . .. 1 4 5 20 40 60 Yes 3 1850 1850 Christian . 4 8 12 135 1856 3 8 11 155 1859 1855 Meth . 8 2 10 129 Yes 4 1870 1S72 Presb . 8 4 12 107 Yes . 7 - 1SS4 1871 Presb . 2 6 8 102 Yes . 1 1 187-1 1869 Christian . 2 4 6 35 89 124 1 1872 1 1871 Non-seet . o 5 10 20 30 Yes . 1S55 1855 Baptist . 4 5 9 20 57 5 82 Yes . 3 2 11 13 127 Yes.... 1859 1859 Presb . 1 8 9 26 80 106 Yes . 0 0 0 1872 1872 Baptist . 3 8 11 120 Yes . 14 J 0 5 1853 1830 Presb . 2 8 10 90 Yes _ 1859 1878 1 21 22 154 158 29 No ! 24 1884 1849 R. C . 1 24 25 240 30 280 1 2 1876 P.E . 1 7 8 73 73 No . 1 1867 1869 Non-seet . 2 9 119 Yes . 8 1852 1845 M. E . 4 4 8 213 213 Yes 6 1 16 1853 1854 Non-sect . 1 7 8 5 35 40 Yes . 7 4 1853 1851 Non-seet . 3 6 9 23 49 72 Yes . 9 1837 1837 P. E . 1 9 10 30 38 3 68 2 4 1884 1844 Non-sect . 1 7 8 41 23 64 No . 2 1861 R. C . 25 25 130 12 1872 1871 P.E . 9 26 35 240 Yes . 3 14 1851 5 16 21 1853 1854 Non-sect . 4 39 43 3»1 371 600 752 No . 0 0 20 23 1851 1851 Non-sect.. .. o 11 13 20 55 No . . 17 1876 Non-sect . 2 8 10 16! 53 73 No.„... , 3 I 39 ED 80 81 82 83 84 85 86 87 88 89 90 91 92 S3 94 95 96 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 EDUCATION REPORT, 1887-88. Table 44. — Division B. — Statistics of Institutions for Location. Name. Principal. 1 3 3 new yokk — continued. New York . New York [Manhattan- ville] (130th St. and St. Nicholas Ave.). New York (49 W. 17th St.) New York (607 Fifth Avenue).® New York (131 W. 78th Street).® Plattsburg . NORTH CAROLINA. Asheville . Charlotte . Greensborough . Lenoir . . Murfreesborough . Murfreesborough . Oxford . Raleigh a . Raleigh . Raleigh . Statesville® . Thomasville . OHIO. Cincinnati (Lawrence and 3rd Streets). Cincinnati (Wesley Ave.) Cincinnati . Glendale . Granville . Granville . Hillsborough . Oxford . Oxford . Painesville . OREGON. Portland . PENNSYLVANIA. Allentown . Bethlehem . Blairsville . Chambersburg . Germantown (West Chelton Avenue). Media . . Ogontz . Philadelphia (1325 North Broad Street). Pittsburg . Washington . i SOUTH CAROLINA. Columbia . ! Hue West . I Greenville . Walhalla . I Academy of Mt.St. Vincent-on-the- Sister Maria Dodge. Hudson. Academy of the Sacred Heart . Madame S. Jones . Academy of the Sacred Heart . Boarding and Day School for Young Ladies. English, Fx-ench, and German Board¬ ing and Day School. D’Youville Academy . Rev. Charles H. Gardiner, PH. D. M. H. Johnson and Miss A. L. Jones Sister M. de la Victoire . Asheville Female College . Charlotte Female Institute . Greensborough Female College.... Davenport Female College . Chowan Baptist Female Institute Wesleyan Female College . Oxford Female Seminary . Estey Seminary . Peace Institute . St. Mary’s School . Statesville Female College . Thomasville Female College . James Atkins, Jr . Rev. Wm.R. Atkinson . Rev. T. M. Jones, A. M., D. D Will H. Sanborn' . J. B. Brown . E. E. Parham . E. P. Hobgood . Rev. H. M. Tupper, D. D . John B. Burwell . Bennett Smede . Fannie Everett . Rev. J. N. Stallings . Bartholomew English and Classical School. Cincinnati Wesleyan College . Mt. Auburn Young Ladies’ Institute. Glendale Female College . Granville Female College . Shepardson College . Hillsborough Female College . Oxford Female College . Western Female Seminary . Lake Erie Female Seminary . G. K. Bartholomew, A. m. W. K. Brown . . H. Thane Miller . Rev. L. D. Potter, D. D . . Rev. D. B. Hervey . . Galusha Anderson . Rev. W. C. Helt. ph, d . Rev. Faye Walker, d. d .... Miss Leila S. McKee . Miss Mary Evans . St. Helen’s Hall. Miss Mary B. Rodney. Allentown Female College . Moravian Seminary for Young Ladies. Blairsville Ladies’ Seminary . Wilson College . Boardingand Day School for Young Ladies. Brooke Hall Female Seminary . Ogontz School for Young Ladies . Philadelphia Seminary . Pittsburg Female College . Washington Female Seminary... . Columbia Female College... Due West Female College. Greenville Female College, Walhalla Female College ... a Statistics of 1885-86. Rev. Wm. M. Reily, ph. d . Rev. J. Blickensderfer . T. R. Ewing . ,T. Edgar, ph. D . Mary E. Stevens . M. L. Eastman . Misses Frances E. Bennett and Sylvia J. Eastman. Rebecca E. Judkins . . Rev. A. H. Norcross, D. D . . Miss W. Slierrard . Rev. O. H. Darby. D. D. Mrs. L. M. Bonner . A. S. Townes . . j H. G. Reed . . STATISTICS OF COLLEGES FOR WOMEN. 611 the Superior Instruction of Women for 1887-88. — Part I — Continued. Date of Charter. Date of Opening. Religious Denomination. Professors and In¬ structors. 6 *5 Female. Total. 4 5 6 7 S 9 1865 1847 R.C . 3 25 28 1851 1848 R. C . 4 30 34 R. C . 12 12 1S58 15 15 1869 8 9 17 1860 1862 R.C . 12 12 Meth . 4 4 S 1839 1857 Presb . 2 s 10 1838 1846 Meth . 4 11 1 15 1856 1856 Non-sect . 2 6 8 1849 1848 Baptist . 2 6 8 1851 i 1852 Meth . 2 4 6 1850 s 1880 Presb . 2 7 9 1874 1870 "Baptist . 1857 1872 Presb . 4 9 13 1842 P.E . 2 12 14 1874 1870 Non-sect 5 1857 1849 Baptist . 3 5 8 1875 P. E . 3 12 15 1842 1842 M.E . 5 11 , 16 1856 1856 Non-sect . 3 10 13 1854 1854 Presb . 2 9 11 1827 Presb . 2 7 9 1886 1887 Baptist . 6 5 11 1854 1839 M.E . 2 6 8 1848 1849 Presb . 3 11 14 1853 1855 Presb . 17 17 1856 1859 Non-sect . 3 16 19 1869 1869 P.E . 2 11 13 1867 1867 Reformed ... 1 5 el 1863 1785 Moravian ... 3 12 15 ! 1 1851 1 9 10 1869 1S70 Presb . 5 9 11 1869 P.E . 5 7 12 P.E . 2 12 14 i 1850 Non-sect . 7 17 24 1871 3 14 17 1854 j 1854 Non-sect . 4 10 14 1837 | 1836 Presb . 3 15 18 1854 j 1857 1 M.E. So . 3 1 io ! 13 1S59 1 1860 j Non-sect . 1 9 i 10 1854 ; 1855 j Baptist . 3 ll ! 14 1872 [ 1872 | Non-sect . ' 2 3 1 5 Students. Number in Prepara¬ tory Department. Numberin Collegiate Department. Number of Resident j Graduates. Total Number of Students Enrolled. Authorized by Law U fer Degrees. Number of Degrees ferred in Course in IS State. Other. 2* TJ a 5 V- O e .a a 3 fc 10 11 12 13 14 15 16 17 18 130 40 Yes 2 100 40 9 250 0 8 50 75 125 25 75 100 100 100 20 2 135 No . 132 8 2 80 80 160 Yes 8 0 0 8 34 130 4 168 No . 0 0 12 0 170 170 Yes . 32 0 32 40 21 84 Yes 12 60 72 12 8 13 38 51 Yes.... 3 3 23 94 1 117 I 172 19 150 j 169 No.... IS 75 50 I 140 No . 5 104 34 53 87 Yes.... 2 o 0 2 42 76 8 121 No . 7 11 90 0 101 Yes . 25 0 0 25 83 83 Yes . 12 0 0 12 125 125 75 5 75 No . 10 39 17 85 Yes o 6 4 25 20 2 47 Yes . 5 5 17 99 1 143 Yes . 0 3 19 6 130 136 11 41 97 138 No . 0 1 5 132 1 38 46 1 96 Yes . 2 10 16 92 9 110 Yes . 10 10 | . 55 88 63 3 164 Yes . 20 0 2 j 19 37 33 8 No . 15 50 No . . i . 114 No . . . j 21 100 200 20 155 o 210 23 1 6 126 | 140 j No . . i 2 j IS 80 65 146 Yes . 6 1 6 67 160 227 Yes . 2 ! 0 0 i 18 | 15 65 1 ~80 ! Yes . 0 1 . 1 ) 1 I? Number of Scholar¬ ships. U? 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 1-54 155 156 157 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 1S5 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 EDUCATION REPORT, 1887-88. Table 44.— Division B.— Statistics of Institutions for Location. Name. Principal. 1 2 3 TENNESSEE. Rev. .T T) Anri priori A m Rev .Tno Winianm a m T£oht T) Smith A m Jackson . Memphis Conference Female Insti- Rev. A. W. Jones, A. m., d. d ... tute. N. J. Finnev a m Murfreesborough* . Nashville (108 Vauxhall Soule Female College . ~ . Nashville College for Young Ladies.1 Rev. John R. Thompson, A. M. Rev. Geo. W. F. Price, d. d . Street). Mother Frances _ , Nashville . Ward’s Seminary for Young Ladies. J. B. Hanooek . John S Willros Rogersville . Synodical Female College . Mrs. F. A. Ross . Shelbyville . Shelbyville Female College . .T. P. Hamilton a m Winchester . Mary Sharp College . .T. C. Graves, t.t, t> TEXAS. Georgetown . Ladies’ Annex, South-Western Uni¬ John H. McLean, vice-regent.. Belton . versity. Bavlor Female College . . John H. Lnt.her r> t», Victoria . Nazareth Academy . St. Marv St. Claire . Waco . Waco Female College . R. O. Rounsavall, a m., VERMONT. Montpelier . Vermont Methodist Seminary and Female College. Rev. E. A. Bishop, A. M . VIRGINIA. j^hiTicdon . Martha Washington College . Rev. D. S. Hearon, A. m., d. d... W. P. Dickinson . Charlottesville . Albemarle Female Institute . Clhristiansburg . Montgomery* Female College . Mrs. E. T. Baird . PftTiyille . Danville College for Young Ladies... Roanoke Female College . R. IT. Sharp, .Tr . yillft tt T-T,., _ T . .T. T. A verett, A. m . HOII^IS -rr-Tt . i . Hollins Institute . Chas. L. Cooke, A. M . Marion . Marion Female College . J. H. Scherer, A. m . T\ or folk" . Norfolk College for Young Ladies... Southern Female College . John L. Roper . Pet ftrsbnrg . W. T. Davis, A. m . Staunton . . Staunton Female Seminary . Rev*. James Willis, A. M . Staunton . Virginia Female Institute . Mrs. J.E.B. Stuart . Staunton a, . Weslevan Female Institute . Rev. W. A. Harris, D.D . WftiTftnton : Fauquier Institute . Geo. G. Butler, A. m... "Winchester . Valley Female College . Rev. John P. Hyde, A. M., x>. d. WEST VIRGINIA. Clarksburg . Bronddus College . F. S. Lyon, A. m . Bark ersh urg . Parkersburg Female Seminary Mrs. H. L. Field . Wheeling . Wheeling Female College . Rev. H. R. Blaisdell, A. M., PH. D. WISCONSIN. Fox Lake* . Wisconsin Female College . Miss Helen A. Pepoon . Milwaukee . Milwaukee College . Charles S. Farrar, a. m . Sinsinawn Mound . St. Clara Academy . Sister M. Emily Power . * Statistics of 18SG-S7. a Statistics of 1SS5-86. STATISTICS OF COLLEGES FOR WOMEN 613 the Superior Instruction of Women for 1887-88. — Part I— Continued. o O = 4 30 5 Professors and In¬ structors. Students. 1 i 3 0 ! *1 her* 1 = j u — * | j Number of Scholar¬ ships. op il X 9 £ 2 Sfl O — U 1 i © © | £ K* • I O-i > * , fc- ZZ u 1 © p x U j 1 < 55 1 u 4 5 6 7 S 9 10 11 12 13 14 15 16 17 IS 1S51 1851 1 47 53 26 100 Yes- 0 0 163 1670 Meth . 1 30 56 Y es . 1 i 1 161 18 53 1852 12 ! 17 162 Yes . 0 5 1 11 1G5 1S43 1844 M.E. So . 2 S j 10 40 120 41 160 Yes . 14 0 . 0 21 166 1850 1850 3 2 5 99 150 Yes . g 1C7 1851 1S52 1 6 7 89 Yes.... 9 2 16S 1882 I860 M. E. So . 2 16 18 9*> 3 A . 0 0 ; 0 15 169 1883 I860 R.C . 21 21 25 80 10 . Yes...J 6 170 1869 I860 Non-sect-... i' IS 19 108 192 14 314 Yes . 24 . oi . 0 24 ]71 1872 2 11 13 184 Yes . L2 Non-sect _ 2 10 12 94 | . | 1884 1853 I Non-sect _ 1 1 1 5 6 30 | 70’ 100 Yes . i Tl 1 0 i . Tl <> 174 1850 1651 Baptist . 4 J i 3 7 ! 53 j | 125 4 182 Y es . . . . 1 0 0 24 1873 ! 1878 M.E.So . 9 | 5 14 33 1 74 ' 15 122 Yes . _ 1 176 1845 . ' 18 ' J . ! . 177 1SS0 i 1866 R. C . 18 ■ IS ! 176 24 200 Yes . 4 4 178 1857 1 1857 Meth. . 4 7 11 57 100 i 4 1 161 j No . 1 . 10 179 1834 1834 M.E . 4 ' 5 9 23 S3 1 1 t It I 129 j Yes..._ 3 oj 25 9 ISO Non-sect . ! 7 11 j 78 6 84 Yes 181 1875 j 1856 1 baptist . i 6 8 0 1 60 3 60 ! Yes— 3 3 182 1857 1S57 : Non-sect ..... 3 ! 6 9 1 L18 Yes . 1 3 183 1883 ! 1883 ; ; 11. E. So . 3 6 9 35 83 118 Yes- 7 ! 7 184 1859 1859 i Baptist- . 3 | j 3 6 14 ■ 76 1 0 ! 90 Y'es-... 0 0 3 185 1843 1842 1 Baptist . 6 i 1 11 17 15 145 160 Y'es . 2 0 0 188 1874 ' 1873 ; Luth . . 3 5 8 . , 26 : 70 ......... 96 Yes . 0 la7 1830 ' 18S0 Non-sect _... 3 1 8 11 88 ; 103 214 Yes„... 4 0 J 188 1S63 i 1862 Non-s%ct . 0 4 6 15 31 46 . Yes . 3 3 1S9 1S70 : la70 Luth. . . 5 j 4 9 g0 Yes . 5 190 1843 i 1843 ; P. E... . 4 10 14 35 ! 68 1 _ 1 ! 103 Yes . 0 id lei 1837 : 1S37 11. E. So .... . 15 ‘ 105 . 12 192 1856 I 1857 i Non-sect _ 2 ; 4 ; 6 j 15 I 26 41 Yes..... 0 JS3 1870 I 1870 I M.E. So . 2 5 ' 7 ; 9 j 51 ; 1 i 1 « . 6 194 1888 i 1871 1 } Baptist . : 1 j 6 7 4 ! 32 : 59 Yes.. .. 4 195 1883 1 1872 ; Non-sect . 3 3 40 ; Yes-... 1 195 1848 ! 1848 ! Non-sect _ "T 8 9 6 j 42 j 4 1 52 j Yes 3 197 1885 i 3856 ! j : Cong . . i ! ! 6 6 1 59 . | 193 1853 : 1S53 Non-sect _ S 0 ■ 12 14 loo 35 i 1S3 Yes_... 8 0 0 8 199 1852 1852 R. C . 17 17 55 50 O 107 Yes i 0 2-jO 1 1 1 j i Table 44.— Division B.— Statistics of Institutions for the Superior Instruction of Women for 1887-88.— Part IL 614 EDUCATION REPORT, 1887-88. ’“■59 a sqi mq^iAi. suopoBjauag 1 ; li i9 i iP 1 | : * : ; : : : : : : : : : : : : : : i ! : • : : : : : : : : : : : : ■ :::::: : III ll. 1: l l i : : : : : 1 1 1 •SuiSpoq pus P-nsog joj saS.iBqo jdaaxa saojnog qy tuojj JBay joj atnoauj § 1 is ii 1 1 II’ 1 : :g :2" : : : : i : : : : : : : : i ii i i i i i i i i i i i \ ” : : i M | f | | : : •saag uoi'imj tuojj «ai »qi nxqiiAi sjdiaaag jo junoury 3 \ i \ ig \ = : ■ 1 : : : : : : : • : j j : j : : : : i i i© : : : : i \ : ! 5 • ig 1 i M S j | i j ji K : : : : : •JB9A aqj uiqjiAV paxiao -9’ jo anjBA S niiiii! i i ii i i in inti j ; If j $ gVS 1 : : : : •gnjBJBddy oqpuaiog jo onjBA ill il i il i i 1 * 1 ii i 1 111! iii i in ii in N i Mill l i ? 5 : l •SuiSpog puB pjBog jo jsoo aSBJOAy § SgggggSggg g| g iegggggSS *' "" iT f •Ijang ! qoBg oj uopinj, joj oSjBqQ jBnuuy nnm ssC j iiimi •AJBjqiq m saranjo^ jo jaqranx | § ; 3"8SS Hill i& co ; : ; ; ii i i in i If ii ItjT : j of j : rn ; : : : : •asjnoo ajBiSaqoo ui sjBai jo jaqumx 5 ! is lo ^ j : 1 i 1 i |t}<: t*< io’S'uj ioo MI! Jlmml I ; U | U ! :s ilijfli «3f fulfil mm. minus sllllltll Mm ■NW^OOMKOO of 1886-87. Table 44.— Division B.— Statistics of Institutions for the Superior Instruction of Women for 1887-88.— Part II— Continued. 616 EDUCATION REPOET, 1887-88. Mt:9\ gqj uiqjiAV. suorpupugg © M 000 ‘OS 000 ‘88 0 0 23, 657 © :© © 8 :S 3 © -in •SuiSpog pun pj^og joj saSjyqo jdooxg soojnog qy uiojj ji39A acaooui © « $4, 900 12,058 O 8 rH lo : o • Vf : co : g® j O id io • ef •S99g uoiqnx tuojj JB9A oq; uxqiiAi. 6}dt999g jo qunocay O § £ 1,000 6, 458 O 8 CO 5 o CO cc : ^ : © : 8, 000 4,929 52, 300 7, 200 '^A 9qj UiqjIAV P9AI99 -9jj piy psdiotunqj jo gqqg jo "junonry ** o o j j $2,600 500 525 0 : :© : •pung 9AijonpojA jo Joqtan^i ] © 400 500 1,000 3,000 5, 550 4,000 3, 928 650 2,000 1,000 2,900 1,400 4, 000 4,000 5, 030 12, 171 1,438* •QSJOOQ 9JT3lS9qO0 ui SJU3A jo jgqranjsi © 8 cm ocxj*^io-* •*< ^ : ■«< Location. LOUISIANA. Silliman Female Collegiate Institute . Minden Female College . MAINE. Westbrook Seminary and Female College . Maine Wesleyan Seminary and Female College . MARYLAND. ! j i? « & 3 « r« :l > a: 3 c 3 £ 3d IP? > 5 t.£ J , « !| 1 t' t> t> t'* t> STATISTICS OF COLLEGES FOR WOMEN. C17 Hi <*-« • nr i i i i i r i i i i i iii iiiii ii i r i5 i i i i r m j : M MM M : Mi: i i 170,000 300 o i i : : n : : s< : : iflT : ' i 35, 000 100, 000 75, 000 il if Ms i i iiiiiiiii i liiiiiii iiiii i ;82£g j 1 1 1 1 s 90,000 75, 000 60,000 200 COO 300 il i i i ii i in i isi i | : : : M M ! i i 1 in i i in 1 1 i : : : MVT M «' M : iiii iii iii 1 : i : il 1 | 200 160 350 110 120 150 100 • nrlH Hrlrlrl : §§§§§§§§§§ : 1 95-135 150 255 : : 22 i =s 30 350 30-90 40 172 40-50 60 i ||sf E gg is in ii i i isiiiisii ii i i lags iasaaa § as a MM " Mi M i “ " x oo So So oo jo oo ao oo oo S> © © 5 CO 3 rH rH rH rH of 1886-87. a Statistics of Table 44. — Division B. — Statistics of Institutions for the Superior Instruction of Women for 1887-88. — PART II — Continued. 618 EDUCATION REPORT, 1887-88. •JBa\ aqj niqjiAV suoijaBjauaa ‘SuiSpoq paB piBogf -ioj saSjBq3 jdaoxa ‘saoxnog py uiojj a -cay .xoj ataoouj ss; •699jj notqn j, raojj jBay aqi uiqqiAv sjdiaaag; jo jtmoniy o 5 n aqj uiqjiAi paAiaa -an piv {BdiDiuni\[ { 21 xo ajB;g jo junotny I •puna aAijonpojjj cuojj XBay aqj xoj araooai °8 •pxxnj aAiionpojj jnau -BOTjad jo janoury •sSaippng; pun spanoji) ' jo anjBy O O O 8 O o id o' Cl § © ©"©id ■in ‘snjBJBddy 1 M ! if is 1111 1 1 1 8 pi 1! I; j opijuaiog jo anjBA « j i N i tCco id • • • c* : : : n «:::•: •SmSpo'j puB pxBog jo jsoq a S b x a a y •Rdna qaBa oj uoijinj, ^ xoj aSxBqo xBnuuV Sg. 8828' 22 ” 882888 8 888888^2 ©7 io •AjBjqiT; ui © samnxoA jo aaqcnnx: ** 28S OliM OJCOCi S22S! •9SJU03 ajBi®apo3 ut sxBay jo xaqtnn^; ! * © ; M O ( -T*! •r G bC ^11 |v.2 c e. o © 22 © i- <* © Keefe £2 = cas >> a G l! ■5 53 cs be i-3 © f| ® sij § cS“ i S-3-3 l|ll5:llS’5 2 ©^'oOD^OQ d * 20 - o a ■< o - ^ » iQ3 '5 iO.fa-3 8^553 C i >* cO^"Z * >» >> be ■ .2 S 2 *rZ o © 2 S S.5- g > © ®2 as « o-j.s 2 5 sjtisi.osso:®^ • — . • x © O © S w^O 'o 5 So 3£2 OG § © © « S be >> © g o © © ■ a® i c © 3 g bt' © a - «eSfeft®S ce^© 3 ® © 0 o SS — -e j: - c cs^-1 ? © 6* cS 5? 2 : > © h I NCO IGG iU5©t-«0>i C : IIII ii ii SIS jS ! liiiiiiiii 1 ii ll Iiii If 1 §s jtf (S§S jtf : : : : ill! §111111 S°'|!SSS8 ii p ii : : : |2 IS 1 If i" Mr' i : • m : I III! Ill i urn-' m s • Hi : : M 1 Ii 1 1 j 1 III III : r*'— T : : : :• mm ; m • mm 11 mm aaiss seas sis \sm | " §Fs : m ss= r '**8“’ = ' Sg8§§§gg8S S sm §1 ii - <0 1 ii in iiiii jeoVT j coVeT 1 liiiilllll «r ::Bo i mi iiii - : : 5 : o° | 1 : jo o i : iiii iiii : : : : i°i i i : : :©o ! .! iiii mi i° i I | : : I°° * : : iiii oo d’sf § ii c : © " r i it j ® :S I iiii ; : : : : : if in jcTi-T : : in i O : in in 8 |i : gsg g ssg i in : III in HNH i rs : : ^ : ! j ! i : : : : MM ; ; • : s : s S| 52 •- ~ -S "o HI! •S = l!§= 622 EDUCATION REPORT, 1887-88. List of Institutions for the Superior Instruction of Women from which no Information has been Received. Location, Name. Location. Name. San Jose, Cal . Waterburv, Conn .. Rome, Ga . Clinton, Ky . College ville, Pa.... College of Notre Dame. Congregation deNotreDame Rome Female College. Clinton College. Pennsylvania Female Col¬ lege. ! Anderson, S. C . Williamston, S. C.. Franklin, Tenn . j Mossy Creek, Tenn Winchester, Va . i • Anderson Female Seminary. Williapaston Female College. Tennessee Franklin College. Baptist Female College. Episcopal Female Institute. ! Memoranda to Table 44. Location. | Name. ; Remarks. Galesburg, Ill . Lake Forest, Ill . Fort Wayne, Ind . St. Mary’s, Ind . Lancaster, Ky . Paris, Ky . Keachi, La . Baltimore, Md . Pascagoula, Miss . Hillsborough, Ohio... York, Pa . Clarksville, Tenn . Bryan, Tex . Independence, Tex.. Keswick Depot, Va.. Knox Seminary . Ferry Hall, Lake Forest University.... Westminster Seminary . St. Mary’s Academic Institute . Garrard Female College . Bourbon Female College . Keachi College . Park Place Collegiate Institute . Mexican Gulf Female Seminary . Highland Institute . Cottage Hill College . Broadhurst Institute . Bryan Female Institute . Baylor Female College . Edge Hill School . Included in report of Knox College, Table 49. Included in report of Lake Forest University, Table 49. Transferred to Table 42. Transferred to Table 42. Closed. Closed. Transferred to Table 49. Does not exist. Does not exist. Changed to Hillsboro’ Conservatory of Music. Does not exist. Mail returned. Does not exist. Post-office changed to Baylor, Tex. Transferred to Table 42. Universities and Colleges of Liberal Arts. The provision for science instruction and for a high order of technical training and the development of university foundations are the most noticeable features in the prog¬ ress of superior instruction during the past decade. The latter movement manifests itself in two directions, namely, the grouping of un¬ dergraduate, graduate, and professional schools under one charter and the extension of university courses of instruction. For the purpose of showing the present status of this movement and of facilitating future comparative studies, Tables 45 and 46 have been added to the statistical scheme for collegiate and professional schools. Remarks on Tables 45 and 46. Table 45 presents in a convenient form for study the statistics of twelve foundations, comprising groups of related faculties, schools, or colleges, or engaged chiefly in the work of post-graduate instruction. Their professors number one thousand one hundred and twenty-five, and their students eleven thousand three hundred and fifty-four. A small proportion of the students (3j per cent.) are in preparatory departments, reported by two of the institutions. Of the remaining students, 56 per cent, are undergraduates, 6 per cent, in graduate departments, and 38 per cent, in professional schools. In respect to teaching staff, libraries, and all material appliances, these institutions are well equipped. The comparison of Columns 11 and 12 shows an average of one pro¬ fessor to ten students or less in seven cases, while in none does the number oi students to a professor exceed seventeen. These ratios can not, of course, be taken as an exact measure of the available teaching force, which depends also upon the character of the instruction as determined by the subject treated and the maturity of the students. Still the numerical relation is an accepted basis for the comparison of institutions, and its favorable indications should not be overlooked. As regards endowed professorships, the eight institutions here tabulated, which report under this head, comprise 19 per cent, of the entire number reported from all colleges of liberal arts. ( Vide Table 47, p. 628. ) The total income of eleven of these foundations amounts to $2,939,073, derived as fol¬ lows: From productive funds, 49 percent. ; from tuition fees, 29 per cent; not specified, 22 per cent. These foundations were favored with benefactions to the amount of $934,232. UNIVERSE! IES AND COLLEGES. 623 Table 46 presents the statistics of twenty-four State universities. These reporta total of nine thousand four hundred and one students and seven hundred aud twenty-nine professors. The students are distributed as follows: In preparatory departments, 10 per cent. ; in undergraduate departments, 55 per cent. ; in graduate departments, 2 per cent., and in professional schools, 27 per cent., leaving 6 per cent, not distributed. The comparison of Columns 10 and 11 shows the relative strength of the universities with respect to teaching staff. In fourteen out of the twenty-four the average of stu¬ dents to one professor ranges from twelve to sixteen; in seven the average is less than twelve, and in three it is more than sixteen, the highest average being twenty-one stu¬ dents to one professor. Omitting the University of Nevada, which makes no report under this head, the total income of the remaining State universities, twenty-three in number, amounted, so far as reported, to $1,974,840. This sum was derived as follows: From productive funds, 36 per cent. ; from tuition fees, 10 £ per cent. ; from State ap¬ propriations, 38 h per cent. ; from other sources, 15 per cent. It should be observed that the departments of the universities included in Tables 45 and 46 are tabulated also in the tables to which they respectively belong. In the case of seven of the institutions in Table 45 and sixteen in Table 46, the financial particulars are identical with those reported in connection with the collegiate departments, Ta¬ ble 49. In the case of the remaining universities1, the financial particulars represent the total of items distributed in Tables 49, 55, 57, 65, 67, 69. The Tables before us show a total of eight hundred and sixteen resident graduate stu¬ dents2 not in professional schools reported from twenty institutions. They form 91 per cent, of all such students3 reported in colleges of liberal arts. As regards professional schools, theology has no representation in Table 46; five schools with three hundred and seventy-two students are included in Table 45. Of forty-nine schools of law reported from the entire country (vide Table 67) twenty- three are included in the two Tables before us. Their students numbered two thousand four hundred and thirteen, or 66 per cent, of all law students. Of one hundred and twenty schools of medicine (vide Table 69) nineteen are included in the two Tables before us. Their students numbered three thousand and ninety, or 22 per cent, of all medical students reported. The remaining professional students included in Tables 45 and 46 are distributed in dental, pharmaceutical, and veterinary schools. State Aid foe State Universities. State appropriations, which form the chief source of income for State universities, are affected by many conditions entirely apart from the necessities of the universities and the interests of higher education. For this reason strenuous efforts are made from time to time, by those upon whom the conduct of the universities devolves, to secure legisla¬ tion that shall put the appropriations upon a fixed basis. The following universities have the benefit of a fixed tax: University of California, a tax of one cent on each one hundred dollars of assessed val¬ uation: University of Colorado, tax of one-fifth of a mill on the taxable property of the State; University of Michigan, tax of one-twentieth of a mill; University of Nevada, tax of one-half of a mill on the dollar of taxable property. “The General Assembly of Indiana passed an act in 1883 providing for the permanent endowment of the university by the levy of a tax of one-half per cent, on each one hun¬ dred dollars of taxable property, to be collected annually for thirteen years. This fund, it is estimated, will amount to about three-quarters of a million dollars at the end of thirteen years, producing an annual income equal to that now received from all other sources.” The regents of the University of Iowa urge the Legislature to cause a tax of half a mill to be levied on the taxable property of the State for the creation of a permanent fund for the university. The board of curators of the University of Missouri are seeking permanent provision in order that the university may be removed from the '‘pale of politics ” and the Legis¬ latures relieved from 11 constant importunity.” The trustees of Ohio State University ask for a tax of 4 ‘ one-twentieth of a mill on the grand duplicate of the State.” 1 Viz : Boston University, Harvard, Yale, University of Pennsylvania, De Pauw University ; and the following State universities : Colorado, Iowa. Kansas, Mississippi, Nevada, Ohio, Tennessee, Wisconsin. 2 The number does not include eighteen post-seniors and twelve students in the post-graduate course in law at the University of Pennsylvania. 3 In this estimate seventy-five post-graduate students who do not appear to be pursuing courses in advance of the usual college curriculum have been omitted from the sum total. 624 EDUCATION REPORT, 1887-S8. Table 45. — Statistics of Foundations Comprising Groups 12 Name. Yale University, New Haven, Conn. Columbian University, Wash ington, D. C. De Pauw University, Greencas tie, In cl. Johns Hopkins University, Bal timore, Md. Boston University, Boston, Mass- Harvard University, Cambridge, Mass. Dartmouth College, Hanover, N. H. College of New Jersey, Prince¬ ton, N. J. Cornell University, Ithaca, N. Y.. Columbia College, New York, N. Y. University of Pennsylvania, Philadelphia, Pa. Tenn. College of Arts and Sci¬ ence. Schools of Science, Pure and Applied. 1 Number of Students in Graduate i Department. Professional Schools. 1 Total Number of Instructors with- 1 out Duplication. | Number of Instructors. Number of Students. Number of Schools. j Number of Instructors. Number of Students. | Number of Schools. | Number of Instructors. Number of Students. 2 3 4 5 6 7 8 ; 9 10 11 44 614 1 31 291 69 i 50 237 123 9 a205 1 15 3 28 322 33 43 6769 9 7 84 1 50 57 189 23 L l 57 IS 207 1 12 103 110 1 o 80 368 ^ 122 85 1, 138 2 1 34 i 27 96 5 112 552 181 29 229 3 25 110 0 1 15 « 60 42 523 80 42 79 915 ! 1 52 i 5 55 84 49 233 1 45 228 20 o 43 | 1,290 131 48 370 1 1 5 125 799 169 , 23 206 16 5 46 415 68 *s Os o c ~ *r? m a *3 §3 Q « * 3 ® 12 1, 245 o CS u © © £ JS = a o 13 cl, 222 ooi) 589 149 CO p( *3 o 0Q to CO .0 p £ a p-l 1 0 3 73 £ m 0 o ■3 d CO 'o o u § o r* 3 £ 14 15 13 \ 1 0 si 1: 512 r i > 5 I . i f o Includes 85 students in preparatory department. b Includes 325 students in preparatory department. c Includes 18 post seniors pursuing advanced courses and 12 students in the post graduate course in law. Number of Ollier Scholarships. STATISTICS OF UNIVERSITY FOUNDATIONS, 625 of delated Faculties , Colleges , or Schools , for 1887-88. >< « Other Schools. 1G 17 IS 19 20 21 22 23 24 25 26 1S8.000 $2, 284, 589|$146, 825 8147,772 . '8501,842 52 8, 000 820.00C 13,000 30,000 35,000152,731 20,000 325,793 68,000 85,500 96,500 93,144 60,000 750,000 100, 00C $500,000 250,000 675, 699 561, 890 4,750,000 200,000 200,000 450,000 3,000,000 390,575 6,519,744 850,000 438,344 520,532 150,983 15,000 100,000 I 922, 236 1,530,000 1,266,807 500,000 4,282,042 8,788,910 1,404,460 13,545 50,000 192,000 100,000 311,761 43,000 30,787 0 23,480 30,000 269,332 17,000 44, 332 0| 50,000 0 215,480 I $108,843) “School of the Fine Arts” reporting 7 in the faculty and 55 stu¬ dents. 21,000 251, 621 233,940 44,898 900,000| 63,000 39, 650 143, 606 128,050 36,200 130,000 985,954 63,000 584,704 25,000 0 291,271 0 377,546 172,948 106,700 61,500 6,000 97,185 30,000 ‘ College of Music ” re¬ porting 20 students. 1 School of Political Science” reporting62 students, and “School ofLibrary Economy" 30 students. ‘Department of Phi¬ losophy ” reporting 31 students, “Depart¬ ment of Biology” re¬ porting 37 students, and “Collegiate course for women,” 28 students. 11 12 40 ED Table 46. — Statistics of State Universities for 1887-88. 626 EDUCATION REPORT, 1887-88. •suoi'jOTJjsuag; jo junoray xbjoj, « 8200 0 . 0 0 1,000 42, 000 0 0 •acaooux pqoj, 1 ! M 1 * OO^QOCO r-i t- lO 1-0 0 ^OOOOCOO^LOr-iOL- rtT o' — T of of © i"f cf -rf cf iff o' 05 © CO CO O ^ 00 © CM 1- 00 CO xw OJ Ol •saoinos aaqiO buojj sjdioooji xbjox e* « j° ! ! j M j Is U i i i M ; M I i H •uoxx'BtJd -oaddy ojBjg rao.ij" s)dt999jT ttjioj, 3 l 0 882, 000 26, 962 •23,000 64,000 46, 630 10,000 54, 250 45,000 0 •S99JI uoijtnx raoaj .TB9A ?st?t[ oqj Sutinp sjdmoag; xbjox © ; * 81,420 0 462 0 9, 641 4,432 18, 942 3,250 0 72,295 0 1,150 •spunji OAtxonpojj; taojj ocaconj I'BXOj, . © 824,000 184, 000 30, 602 32,000 23,864 10,776 15,000 8,100 14,556 62, 861 40, 000 32, 643 •b’pun^j aAixonpojj jo xunoray xbjoj, 00 8302,000 1,700,000 52, 157 445, 202 450, 000 250,000 215,000 70, 000 318,313 550, 000* 750, 000 544,000 •snjBiBddy puB ‘sSntpxina; ‘spunoao jo eiqBA X^°L h 8332,500 778,000 75, 000 268,000 460,000 110, 000 440,000 510,000 125,000 1,045,000 1,000,000 400,000 •sstJBjqii m satanxoA punog jo jgqranfci xbjox © «a 10, 000 37. 500 3,000 20,000 17,000 7,980 20,000 10, 000 18, 805 66, 942 21,000 13.500 •sdjqsiBxoqog .raqjO J° Jaqmntf ibjoj. 0 0 0 0 0 20 0 0 0 0 0 4 •sdiq&iBioqog 9jBjg jo wqmnq IBjoj, oooooooo ooo : ■sdiqsios -S9JOJJ poAiopug jo aaqran^q ibjoj. ! ^ OC?Oi— lOOOOOOO© •juoraeo aamraoQ jsbt; jb as.moQ ut pauajuoo saaaSaa J° .xaqninjsf ibjoj. ! « « 53 103 5 108 20 45 164 56 7 382 38 29 •aoiXBOixdnQ XnoqxiAV Gjuaprijg jo i9qran>sZ IBjO£ f*» fa 238 541 136 316 377 398 554 483 88 1,677 412 229 •uotXBOixdnQ jno -qXiAJ. Rioxonaxsaj jo aaqnmjq xbjox s r^oo^a>o.-HLO C*©rWOiC icT tjT o o co' h rjT I I g I ^ S i a i i i « ? S ° i ■ ilillllll § § f * I I 1 S' llllillii ill i i «' s i 1 1 g i a § gill gill ] I I I gf -T - gf oo rf £ g j g o o II a 3 3 g s § § S i 8 I 3 8 s 3 s § s s § a a g e § 8 s — j O T* : « i I S § § i ? f: j 1 § 3 S « S 3 w CO o i 2 a u i i | I ■# M | i s' ; | | a I I I 5dl < % 1=1 nnm , o ,1 * 1=1 ,2?l >.= © O ill ill!! mJ. >,c >.= > a > 3 ,c S 5 S S SSr.c3=^> c~cc=2== £=t5^ . >. 5“ >.-5 >>= >> X ^’1 i £ = IlsBlsMlI^ill £> z'~ =.r = > = > s* ® — © t£ = — — i'S’sS P p p. P P £ P Table 47. — Summary of Statistics of Colleges of Liberal Arts for 1887-88. 628 EDUCATION REPORT, 1887-88. •sdiqsAioipg jo aoqtanx © j i | r° r | | | i | i j Is 3 M | : : : : : : : : •sdiqsiossqjoij pajiiopug jo joqmnjsi j “ 1 ss15"0 ■* a » a-» i ® i s s H i 1 . ! i i •88-1881 ui ssanog ui paa-iaj -uoq saaaSad jo aaquin^ sag | § assess g ss Students. Total Number. •opjraag W B'TijNs 8 "I B 8I&"t»ST?iS rH i-T : f f h “1 ^ §* =§“ •apH « ieS®8B8B88® 1 i 8i3e5EEsS®S§3 -T of of -T ^ cf r-T Number ot Resi- d e n t Gradu¬ ates. •apjraog H : : o : ho • © t> to ''‘ToVno^j jo: j t> mo Ml-! j | i ; ; : ; S' : : S : •«l*H © in j to n n« jo « to eo ©eo^o t- ooos S i Number in Col¬ legiate Depart¬ ment. •oxumag © eo o g g | gig | | S£ j |SS :* ^ c? S ? if :g •9M 30 roSis«|s§s 1 °|“llis 1 SS'lsSi8 n rH _ Of Number in Pre¬ paratory De¬ partment. •apsniag h i 8 S5 1 1 831 s j SS| ! _ | •9l«K © s=2s| s ®sga»sS| s s|| | <=>§ ” Bas| ,-T rH Professors and In¬ structors. M8qmn& pjjoj. «8 48 18 235 51 75 36 73 10 67 321 211 251 161 113 147 36 165 205 168 86 38 | •juacnjxndaa aju -tSonoo UI aaqransj 5*8 j £33 j 3 IS S3 omS 5 33 S £52 : : s : •juaiujj'edao; Xio} -■BJBdajj; ui jaqranx M M H © j 0130 j -« OO j t-WCO : : : : : : •BuoijnjTjsuj jo jaqranx « h ^ eoeoiai-H is w h ® eo eo ^h co© r- © ©t* States and Territories. Alabama . . Arkansas.,.. . California . Connecticut . Dakota . District of Columbia . Georgia . Illinois . Indiana . . kansas”.’""!.".!!!!’.’ . Kentucky . Louisiana . Maine . . . Maryland . Massachusetts . Michigan . Minnesota . ?. . Mississippi . w N c? ^ oofr.co o> o 3 ja ££ » S ^ STATISTICS OF COLLEGES OF LIBERAL ARTS "ill r;‘ s m h r inn! : : : : : : : : : : : : : : : : 8 rj : eo r* r-j © © ug i-h o h co : o oi . o o :© i i ! i § § N s § ^ | ss s n i i 5,347 S***00®* |8 g=§ | f^SSS of S' g- g «* 1 O 5 *§*8183 | S§§Sl|l®ga|2SgSSS cT V »— T r* CO CO r-T r-T .14,354* !mo|m rH jooo ;h 1 ; ; i i ; i i ; „ S i! U i i i i § -I g -CO :« j joog^ 5 rH g OO O !> jc 1 1 1 1 — ! 1 1 — i 5010 lift ; I . S | i°°g| § 3& g ° j S | j!R0^g : : : ! sr 1 i 1 rf I I sa*i2*g g “|3 § II § 3 !&*SS r-T « of of rf i : ; (1,( 27,000 gS3] ==SS2 ggS»[g g j : . : ! _ e ■ S 1 0 82 3 251 1 o' Mm 768 42 365 . o' 55 30 1,645 329 { 2.5141' 298 1,163 0 232 828 571 . 70 132 78 658 | SS^SaSg S | 8 | SS § 55 4,834 s ja ?5 | s | § s !s$ i 1 1 : 2,006 oo j® joHioo eg i> c n 3 ^ :Meq : : : : :' : : : : : 1 ® — < 10 h i-h r*t r-i gj , 0 eo ^ rji ihoo 0 0 hn>nn® 1 Missouri . . . . . . Montana . Nebraska . . . Nevada . . . New Hampshire . New Jersey . New Mexico . New York . North Carolina . Ohio . Oregon . . . Pennsylvania . Rhode Island . South Carolina . Tennessee . . . Texas . Utah . Virginia . . .Z". Washington . West Virginia . Wisconsin . Total . 8 § 3 8 §8 $ $5 629 Table 47. — Summary of Statistics of Colleges of Liberal Arts for 1887-88 — Continued. 630 EDUCATION REPOET, 1887-88. ■guoi}ot3jouog pigiiiiiigiiiiiiiiisi iiiiiiiisii ef5§g«»er?fg ggS8¥§60"^|cfa j§ gf ®SgS|3| i ■.SuiSpoq; puu pjGog joj soSjbijq jdooxa saoanos HY uioaj isa^ aoj acaooui 1 siiiaiBgiBSiisisiiiiisiigiiiisisi r¥-lsr'sIf!¥§gs¥i¥ls¥ ir^gwi iH j rH : •saa^ uoi-jinj, xnoaj «3I uiiwial sjdiaoag jo junoray sis&sstiisagsiisgsasiiriiiiisgi s§ « s g sf 83 s § & § g s s ® §~ i°" swgsf$sj£ aq^ uitjjiav paAiaa -aapiYIEdpiunjtf jo ojTqy jo junoray l Mil l it* : : : i iii° l ini |i ii In ii igg°§°gggi i ISS | \£ jSS \B ;§’rf S gST0" j : . II j | j : : : : : : ; •spun^ OAtjonpo-ij m o j j jBajt joj amoouj 1 iiSgsgaiBISSSSSilHig !i 111111118 | Ig^g sf ssfgg'ssi^ig^cas is isss gagssjg " ; ” ^ II : : i •spun^ aAijonpojj juau -Buuaj jo junotuy § § iisiiiiiiisiiiiissiis iisiiisiiii i m i mmmmm \mrmm [ rH 04 CO rH HHHCObHrH H • rH ^t1 ^ •sgaipjing pub spunojQ jo anjBA 1=4 •snj'BJBddY aptjuaias }° 9nIYA § i iiiiiiiiiiiiisiiigiii laiiimiis g ;§5S“a ggs's'2=|3|||ssg ig^s's §”'g-'g •AiBjqirr HI saranjo^ jo jsqumx © l!il!!llllillllS!Si!ll!!illila§l! ^Y’l^Yg's'sf^gsYgg^^sf-Yg-'gY^si' Number of Scholarships. •jaqjo ® iN 1 U = i : ! M jssgsfg^s ig ig§s|^|§| : « | | ! M •OJ13JS & 1=4 III! ; m Mil :o : © : : Florida . Indiana . Kansas . 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 . .TT . STATISTICS OF COLLEGES OF LIBERAL ARTS. 631 8 ill !I§S !5 g isfs :8'gv iis 1 i v SKSSIE-H33 o gS|8SSJ|SSS i oo' SS88ISS8IS o CM 53 1 CH®Tf«XNLCO ifJOONCJOCOODOO © t> IO ^ LO © ■sai'anpujSjapufi jo aaqumj^ xu?° j, j § (M C5 CO OO CC tO lO CO LO — f oc OC X ^ (N (N C^i C5 CT- ^ N P- ef crHCOt>^CO r-l Year 1885-86. •sjuapnjg ojBiSaixoQ jo aaqxnnx aioqM oj sjuapnjg pagissB[aun jo oijbji DiHg»THQONN» •sjuapnjg ajupSaitoQ jo .iaqranx 9l°UM °i sjuapnjg ogijuaiag jo oijbji « xcor^ot>iOLO>oir^ rHCC^OJ^HOICO^CO •sjuapnjg ajBiSaxxoQ jo aaquinx aioqAV o; sjuapnjg iboissbjq jo oijbji i 5 COOMHONOOOLO NQCOCl>O^OLO •sjuapnjg jo uoijnag -I5SBXO Suijjodaji ssSapoo jo jaquinx j 2 •©i>©©io •sjuapnjg jo uotjuag -ISSBJ3 Suijaodajx saSagoo jo aaqranx * x* - iS a ;*c ] Virginia . DISTRIBUTION OF COLLEGE STUDENTS. 635 : 32328882883 :g j* | :w : : : : j^g ^2828 : : : : HIM i ! ! ! ! i i i i 1 ! 1 1 ! 1 ! 1 i i i : ; i 1 i : i ! ! ! 1 ! i ! ! {B«* j 28828888883 38328n jg | |S 1 is ;838 83338 58Sg53£$3g& gSS8$3 js Msg j jg jggft 2S8£8 “3388 Sggg&SgggkS 8S38S2 jg { |c j j§ ;§88 ssssss si«" sasagsssisg ssssss i* * N i — - 1 1 KN§ |3§§s ; j r-1 OCOMWH NOXiflH HMnt'StaoinMio-j j-4 T*< ys t> |co | j -< j rS MOt^NO ^t^oo© ©fo^ooooNooo ©oooeoeo:© ©:©©i::::^gs °22°18 28388832S88 888828 j° g ;3g j j ;882 22888 °lgSSg 88328838883 8£3$l3g |° 5 Mg ; 1 ;g83 88333 33388 SggSSSSSSiSg 323382 j® fJ ;23 j ; j888 88888 135 1,230 539 GOO 36 3,486 1,750 2,749 I, 907 J, 104 592 2, 176 1,921 79 G15 763 1,562 1,892 544 403 939 1,458 *'”555*" 35 ' 189" 19 ""349' 150 3G4 1,495 10, 541 4,552 17, 142 7,070 2, 601 n 0 00 (N ^^OOtOO^MtO© JO © lO ■«* rH 00 j'K iH j CO iH j — ! — 1 INh-N ” § 8 © 8 j M° 1 °288888 13 j j M88 Mill 0 h II M loc>N III®! 8888888 j2 j I 228 1 j j } j 3 :8 j j ; i i^SS3 8°S88 M Is I 8838288 ;3 j j 883 Mill « jg 1 : : : S oo S !c © © ^ •© MM; MM we,rH Is 1 1 1 M i j ; M M 1 8288082 |g j j 2W8 Mill ' 53 js 1 : : joo© hM«S3 ! Ma j £883328 ;° ; ; 888 MM; - 1° M M 83888 M |s | ggsgggss jg j | sag MM; “ la M II § 8388 :::«: c » a « ^ n ci : r-i : : ishh : : : : : i-i : j-i : ! i : i ^ ^ : : : 1 : : i i : : : : h?bs co co co t- o oo::^: coco>h«m©:oo:::: cq cm © : t © : : ::^::i::©©o i> oo co ei ^ * s : : HrtHrtN : : : : : ^ : i : 5 : ln : i : l : m a Ms 1 sssss Ml j 1 1 sss M” II 1 M i 1 1 1283 g|.;si $ss§ss N H 1 ; sspil M M I Is 1 j j 1832 ££833 * { j« ; ^©Scoo :«:;;: -efcoi— i r : : : : r-< : 1 j jHH^ g”^05^ a j ;° j £*>388^2 j j j ; oo£ ; ;° ; j ; ; ; ; : : : o »> oom>oo : : : ^ th i-m g ] js | 88328S8 MM 388 M2 M MM j j 1222 38883 g ; ;& | gg3£333 MM 1 M II MM M iS88 §2238 r-i : : nxow^i n h : : : : ^imh : :^h : : : : i i j j Sm8Q3> West Virginia . North Carolina . South Carolina . . Georgia . . . Florida . . . NORTH CENTRAL DIVISION. Ohio . . Indiana . Illinois . Michigan . Wisconsin . . . Minnesota . Missouri . Dakota . Nebraska . Kansas . SOUTH CENTRAL DIVISION. Kentucky . Tennessee . . Alabama . Mississippi . Louisiana . Texas . Indian Territory . Arkansas . . . WESTERN DIVISION. Montana . Wyoming . Colorado . New Mexico . . . Utah . Nevada . Idaho . Washington . i . Oregon . California . North Atlantic Division . South Atlantic Division . North Central Division . South Central Division . Western Division . VO to r- CO 03 r-HNCO-C11©©t>X©Or-j -i es CO T* l© © t> 00 HNCO-«UOOI>«fflOH 636 EDUCATION REPORT, 1887-88. The detailed view of the colleges reporting to the Office for the present year is pre¬ sented in notes and extracts drawn from current catalogues, reports, and other official sources, and in the statistics reported to the Office for the present year. In the arrangement of the text the same order has been observed as in the arrange¬ ment of the tables, matter relating to the institutions included in Tables 45 and 46, preceding in each case notices of other colleges in the several States. ALABAMA. University of Alabama. — The following information is derived from the catalogue for 1887-88 and from other sources: The endowment of the University of Alabama dates back to 1802, when the State of Georgia ceded to the General Government the territory which now comprises the State of Alabama. In the act of cession all the provisions of the Ordinance of 1787 regard¬ ing education were made applicable to this territory. Congress recognized the con¬ dition of this grant, and in the act for the admission of Alabama into the Union, ap¬ proved March 2, 1819, reserved for the use of such seminary seventy-two sections of the public lands in the State to be “appropriated solely for the use of said seminary.” The lands were designated in the land offices on the maps of the Government survey as the “ university lands,” and were the richest in the State. The acceptance of this trust by the State for the benefit of the university was made one of the conditions of Ala¬ bama’s admission into the Union. The Constitution of 1819 made provision for the ful¬ fillment of the obligations under the trust, as has every subsequent Constitution, includ¬ ing that under which the people now live. The lands referred to were finally sold by the State and the proceeds, between seven and eight hundred thousand dollars, paid into the State treasury. The State in 1859 arbitrarily fixed the amount at three hundred thousand dollars, and assumed the pay¬ ment of the interest annually. The recent building operations have greatly increased the facilities of the university, and especially those of the scientific department. An act was passed by Congress and approved April 23, 1884, devoting 46,080 acres of public lands in Alabama to the State for the benefit of the university. The grant was accepted by the State, and all of the lands have been located in the mineral district. They are very valuable, and are estimated to be worth over half a million of dollars. This generous donation of the Federal Government has enabled the university to make extensive improvements. The president, Dr. H. D. Clayton, furnishes the following particulars as to progress made since J une 30, 1887. As regards, First. Buildings. The following have been furnished and fitted as described: Garland Hall, an L*shaped building three stories high completing the quadrangle. The first floor is fitted up and used as a geological museum. The chemical laboratory, a two-story building, 40 by 60 feet, with a one-story wing 30 by 70 feet. About five thousand dollars have been expended in fitting up and supply¬ ing the interior with furniture and apparatus. The physical laboratory, a counterpart of the chemical laboratory, having, like that, a one-story wing 30 by 70 feet. This contains a well-equipped gymnasium. Five houses for professors’ residences. These are two-story buildings, having eight rooms each and provided with suitable outhouses. A laundry, 40 by 70 feet, with basement for boiler and machinery. A gymnasium building, 30 by 70 feet, now being fitted up with suitable apparatus. A brick fire-proof vault for a safe-keeping of records and papers. A bath-house covering a clear pool twenty feet in diameter in cement walls, and a bath-room for hot and cold baths." Second. Water-works and other improvements. A complete system of water-works, by which pure spring water is supplied to every floor of all the buildings surrounding the quadrangle. A complete system of sewerage extending to the Warrior River, affording drainage from mess hall, closets, and all the buildings. A substantial and ornamental iron fence eleven hundred feet long, extending along the front of the campus. A dairy has been added to the boarding department, the necessary quantity and best quality of milk thereby better secured. , Third. Scholastic resources. A chair of history and a professor elected to the same. Three thousand volumes have been added to the university library, which has been handsomely fitted up with alcove and a gallery runniug the whole length of the hall. COLLEGES OF LIBERAL ARTS. 637 A law library of twelve hundred well-selected law books and law literature. Spring Bill College occupies a fine site five miles from Mobile, and one hundred and fifty feet above the sea level. The plan of instruction embraces three principal courses: The preparatory of one year’s duration, the classical of six years, the commercial of four years. The degree of A. B. is conferred upon students who complete the classical course and pass the required examinations. An additional year of philosophy at the college attended with success, or two years’ practice in a learned profession, entitles to the degree of A. M. ARKANSAS. Little Rock University, chartered in 1883 under the auspices of the Freed men’s Aid Society of the Methodist Episcopal Church, affords an interesting illustration of the agencies by which learning is fostered in sparsely settled, developing communities. It is an institution for white students, comprising primary, secondary, normal, art, colle¬ giate, and professional departments. The tuition fees are very low, aid is extended to indigent students, and every encouragement is given those who endeavor by their own labor to defray the expenses of their education. Women are admitted to the college, and it is proposed to establish at an early date a home for girls, under the auspices of the Women’s Home Missionary Society, in which ample provision will be made for a school of domestic economy. Naturally, in the present stage of the institution, the collegiate work is small, com¬ prising in 1887-88 only 7 per cent, of the students. The plans for the preparatory course indicate the purpose of making this a strong and vigorous feeder for the college. The law school has been in active operation for several years under the name of the Little Rock Law Class. The lecturers are distinguished jurists whose services are freely rendered. For the present no charges are made to the students, who represent eight per cent, of the entire enrolment of the university. The university has a valuable property in grounds and buildings. The Freedmen’s Aid Society of the Methodist Episcopal Church also has under its auspices Philander Smith College for the colored race. CALIFORNIA. University of California. — In 1887 Dr. Ed. S. Holden resigned the presidency of the University of California, Berkeley, which he had held for two years, to assume his duties as director and chief astronomer of the Lick Observatory. On the 23d of March, just twenty years from the day on which the law establishing the university was passed, Dr. Holden’s successor, Horace Davis, was inaugurated. Naturally the event became the occasion for recalling the high purposes which were impressed upon the university at the outset, and for reviewing the work accomplished. In his address on behalf of the faculties, Prof. Martin Kellogg reminded his hearers that the old College of California had maintained a high standard of classical training before it was merged into the university, and when it lost its separate existence “it ob¬ tained a guarantee for a classical course equal in grade to the courses of the best East¬ ern colleges.” Side by side with this classical course the university has maintained the science and technical courses of recognized excellence, while, as pointed out by President Davis, students who care for neither classical training nor technical knowledge may avail themselves of “the literary course, which affords a generous education in English liter¬ ature and the modern languages, fitted to make broad-minded, cultivated men and women.” Of this course President Davis said in his inaugural address: “The proof that it meets the needs of the time and place is the number of students following the course, larger than those pursuing any other branch of study in the undergraduate de¬ partment.” The Lick astronomical department added during the year will be an element of strength to the university and can not fail to increase its renown. The director has assurance of five thousand dollars. The working force numbers be¬ side himself four astronomers and one assistant astronomer. By the action of the Legislature, February 14, 1887, the university is freed from the evils of uncertain income. On that day the bill was passed providing for the levy on each hundred dollars of taxable property in the State a tax of one cent for the support and improvement of the State University. It is estimated that the revenue thus assured will amount to about seventy-five thousand dollars, with the prospect of speedy increase to one hundred thousand dollars annually. Together with the previous endowments of the university it gives an immediate income of above two hundred thousand dollars, sur¬ passed by six institutions only of the entire number included in Tables 45 and 46. The College of California, which was merged into the university, began its work in 638 EDUCATION REPORT, 1887-88. 1860. Including the alumni of this college, the university now numbers five hundred and fourteen graduates exclusive of those from the professional schools. Pierce Christian College , College City , was founded and partially endowed by funds aris¬ ing from the sale of land given to the Christian Church by the will of Andrew Pierce, Esq. The institution is entirely out of debt; the original endowment has been consid¬ erably increased by the gifts of its friends and there is promise of still further additions. One peculiar feature of the place is that no intoxicating liquors are sold, and no gamb¬ ling houses are allowed in the village or on the estate. Every deed given to any part of the estate, formerly belonging to the college, includes a clause prohibiting the traffic in spirituous or malt liquors. To make the clause more effective, the friends of the school procured the passage of a bill by the Legislature prohibiting the sale of liquors within one mile of the college. Civil engineering has been taught in the college for the last two years, and now a full course has been arranged, leading to the degree of civil engineer. The buildings were enlarged during the summer of 1887. Napa College , Napa City, was chartered J une 5, 1885, ‘ ‘ to provide an institution of higher learning, where young men and women may receive a complete scientific, liter¬ ary, and classical education.” It is under the supervision of the California Annual Conference of the Methodist Episcopal Church to insure Christian direction; but it is not sectarian in its teachings nor requirements. The facilities and accommodations of the college have been greatly increased during the past year, about eleven thousand dollars having been expended in the work. As less than three years have elapsed since the institution received its charter, the work in the college courses has only begun. The endowment of The Leland Stanford Junior University , Palo Alio, was noted in the Commissioner’s Report for 1884-85. On the 14th of May, 1887, the corner-stone of the university building was laid with appropriate ceremonies. Work upon the same is being pushed as rapidly as is possible for such an undertaking, and it is designed to have the ceremonies of dedication take place on the 14th of May, 1889, the twenty-first anniversary of the birth of Leland Stanford, Jr. COLORADO. The University of Colorado , Boulder, owes its endowment to the combined action of private individuals, Congress, and the State Legislature. The catalogue for 1887-88 gives the following summary of the early action in its in¬ terests: The University of Colorado was incorporated by an act of the Territorial Legislature of 1860, and the location fixed at Boulder. In 1871, three public-spirited citizens do¬ nated to the University fifty-two acres of land adjoining the city, valued at five thou¬ sand dollars. In 1874 the Territorial Legislature appropriated fifteen thousand dollars, and the citizens of Boulder contributed a like sum in cash. In 1875 Congress set apart and reserved seventy-two sections of the public lands for the support of the State Uni¬ versity. In 1876 the Constitution of Colorado provided that upon its adoption the uni¬ versity at Boulder should become an institution of the State, thus entitling it to the lands appropriated by Congress, and further made provisions for the management and control of the university. The first General Assembly of the State made provision for its permanent support by a levy of a tax of one-fifth of a mill upon the property of the State; also for a fund to be secured by the sale of lands donated by the United States. The cabinet and laboratory equipments of the university are excellent. Its library was founded by C. C. Buckingham, of Boulder. The regents have appropriated one thousand dollars for additions to the library during the present year, which sum has been increased to twelve hundred dollars by the liberality of Mr. Buckingham. CONNECTICUT. Yale University. — In his report for the year ending July 1, 1887, President Dwight calls attention to the change that has taken place in the official relations of the presi¬ dent on account of the development of the various schools now forming the university. “ In consequence of this development,” he says, “it has become very desirable, and even necessary, that the one who fills the office of president should no longer be, as here¬ tofore, an officer and instructor in the collegiate department only, with secondary and almost nominal relations to other departments, but a member of every faculty, having equal interest in the work and life of every branch of the university. With a sense of the importance of this change in the official relations of the one who presides, the pres¬ ident, immediately on beginning his work, gave his attention to the affairs of all depart¬ ments, and considered it his duty and privilege to be present at the meetings of the several faculties as well as to co-operate with them as far as possible in promoting the welfare of the schools under their special charge. The advantage of such meetings and COLLEGES OF LIBERAL ARTS. 039 co-operation lias already been manifest, it is believed, in the greater unity of the institu¬ tion, and in the confidence on the part of all that the several sections of the university are to grow in harmony towards the more perfect development of the university life. The demand made upon the time and thought of the president by this great enlargement of his oflicial duty deprives him of the opportunity of meeting the students in the lecture or recitation room as frequently as his predecessors were able to do. The impossibility referred to was so appreciated by the corporation at the time of the election of the new president that a vote was passed releasing him from all obligation to give instruction in the academical department. ’ ’ Under the conviction, however, that the president of a university should not be “simply a mail of affairs,” but should, in some way, “come into intellectual contact with the members of the student community,” President Dwight gave instruction in the theological department in 1887, meeting the students four or live times a week, and proposed for the present year, viz, 1888, to meet the academical students in the lecture room at least once a week. In the same report President Dwight says: “The provision for the teaching force in the university is the most central and important thing in the university life. Those who have graduated at Yale College, and all who are interested in its welfare and its future, may fitly be asked to consider its needs in this regard.” Among measures affecting the scholastic work of the department of philosophy and arts, the president notes in his report for 1887 the following: In the requirements for admission to the Freshman class in the college the amount of Greek and Latin, which was diminished somewhat a few years since in consequence of a provision with respect to modem languages not previously enforced, is by vote of the corporation to be made the same as in earlier years after the year 1887. The requirements in Latin will include four books of Cassar’s Gallic War instead of three, and in Cicero, in addition to the orations against Catiline and for Archias, either the Marcellus and the Fourteenth Philippic, or the Milo, or the Manilian Law, or the Cato Major; and in Greek they will include four books of Xenophon’s Anabasis, instead of three, and three books of Homer’s Iliad, instead of two. In May, 1886, Prof. William E. Harper was appointed to the professorship of Semitic languages, and began his work in the same the following September, offering courses in Hebrew, Assyrian, Arabic, and Aramaic. These courses awakened great interest, and in connection with them so much duty was imposed upon the professor, that, in view of the demands already made upon his time, and the greater ones which seemed likely to arise in the coming year, a friend of the university generously offered to provide the means for paying the salary of an assistant in these branches of study during the year 1887-88. Dr. Robert F. Harper was selected for this position. The foundation for this professor¬ ship of Semitic languages has been, as yet, only partially secured. It is hoped that the endowment may be soon completed in order that this professorship may rest upon a permanent basis. The courses offered in political science were also enlarged in 1887. The three gentle¬ men who were appointed lecturers in connection with these courses for the year speci¬ fied, Mr. Edward V. Reynolds, Mr. Henry C. Yvhite, and Mr. Edward G. Browne, were invited to continue their work during 1887-88. In the spring of 1887 a special course of lectures on protection was given to the stu¬ dents by Prof. R. E. Thompson, of the University of Pennsylvania, for which provision was made through the generosity of several friends of the university. In the report from which the foregoing particulars are derived, viz, that for the year ending July 1, 1887, President Dwight makes mention of the following new buildings, completed or in progress, for which the university is indebted to generous friends: Dwight Hall, a building erected for the religious interests of the university, and for the Christian work of the young men among themselves, was completed and consecrated in the fall of 1886. The opening of the college year 1886-S7 also witnessed the completion of a new dormitory building named in commemoration of Mr. Thomas G. Lawrence, a member of the college class of 1884, who died soon after the beginning of his senior year. The gift of fifty thousand dollars for this building was offered to the college by the mother of Mr. Lawrence, and the building itself was very nearly completed before the close of Dr. Porter’s administration. To the history of the same administration belongs, also, the provision for the Kent laboratory. Mr. Albert E. Kent, of the college class of 1853, offered seventy-five thousand dollars for the purpose of providing for the college a new chemical laboratory, which sum was placed in the hands of the treasurer, partly before and partly after the beginning of the college year 1886-87. Unavoidable delays, however, prevented the beginning of the work of erecting the building until late in the spring of 1887. It is expected that it will he ready for occupancy early in 1888. 640 EDUCATION REPORT, 1887-88. In January, 1887, ITon. Simeon B. Chittenden, of Brooklyn, N. Y., offered to give one hundred thousand dollars for the purpose of providing a new building for the University Library, which may furnish additional accommodation for the constantly increasing de¬ mands of the library, while the present building shall remain, and may ultimately be a part of an extended building, or pile of buildings, devoted to the University Library of the future. In accordance with the terms of this gift, the largest ever made for the University Li¬ brary, plans have been completed and the work of building begun. In the summer of 1887 another generous friend offered the sum of at least one hundred and twenty-five thousand dollars for a building to be used for lecture and recitation rooms. The benefactor who proposes to provide this building desires to make it one of the finest in its architectural effect on the college square, and to have it occupy the most conspicuous site. The work of building has begun, and will be completed at as early a date as practi¬ cable. Trinity College , Hartford , while maintaining the standards that have characterized it in the past, has made due provision for the demands that are peculiar to the present time. In 1884 three new courses were established, two of which lead to a degree in science. Electives were also introduced in the junior and senior years of the several courses. The college is distinctively Christian in its character. The first recitation on Monday morning throughout the college is devoted to religious studies. These comprise the fol¬ lowing subjects: The New Testament in Greek; Old aud New Testament History and Biblical Literature; Natural Theology; The Foundations of Religious Belief; The Evi¬ dences of Christianity; The Historical Coincidences and Evidences of the Holy Scriptures. The new gymnasium was completed in 1887 and the Jarvis Hall of Science the pres¬ ent year. The building and equipments have cost upwards of fifty thousand dollars, which have been contributed in various sums, ranging from five to thirty thousand dollars. Wesleyan University, Middletown, has neither professional nor technical departments, its resources being applied solely to the maintenance of a college of liberal arts. From 1873 to 1886 the course of study remained without change, except in unimpor¬ tant details. In the latter year the board of trustees gave their approval to a recom¬ mendation of the faculty looking to a revision of the curriculum. The principal objects aimed at in the revision as set forth in the University Bulletin are as follows: (1) The introduction of modern languages and natural science at an earlier period of the course — a change rendered possible by a slight reduction in the amount of required Latin, Greek, and mathematics. (2) The bringing of the requirements for admission to the Latin-scientific and scientific courses more nearly to an equality with those for the classical course, by including in the requirements for the former courses a knowledge of French or German. (3) The re-arrangement of the curriculum with a view to bringing (so far as practica¬ ble) each study common to all three of the courses into the same year. (4) A slight diminution of the amount of class-work required of the seniors, in order to allow more leisure for special-honor work and other forms of collateral study. As now constituted the curriculum may be taken to illustrate the prevailing concep¬ tion of the proper scope of college training. For this reason a somewhat extended out¬ line of the several courses, a3 given in the catalogue for 1887-88, is here presented: The college presents to its undergraduate students the option of three parallel courses of study, each extending through four years, and named respectively the classical course, the Latin- scientific course, and the scientific course. In the classical course the study of Latin and Greek forms a large part of the required work of the first two years. In the Latin-scientific course Greek is omitted, and in the scientific course both Greek and Latin, in order to give more extended opportunity for the study of modern languages, science, and literature. Required and elective, studies. — In each of the above courses all of the studies of the first year are required, except that the classical and Latin-scientific students have the option between French and German. In the three remaining years the amount of re¬ quired work is progressively diminished, the student being allowed to complete his quota by selecting from a wide range of elective studies. In the choice of these electives the student is advised to exercise prudence and de¬ liberation, and especially to regulate his choice so that his electives will together form a harmonious and symmetrical course of study; aud in no case is a student allowed to select a study which he is not, in the judgment of his instructors, qualified to pursue with advantage. The following is a tabulated view of the distribution of required and elective studies in the three courses: COLLEGES OF LIBERAL ARTS. 641 Classical Course. Latin- Scientific Course. Scientific Course. Required. Elective, Required. Elective. Required. Elective. Ancient languages . . . 22 20 16 12 Modern languages . . . . . o4 ct4 13 13 4 Rhetoric and English literature . 4 14 4 8 12 4 12 Logic, psychology, and ethics . 8 8 8 8 8 History and political and social sciences . 5 8 5 8 5 8 Mathematics . 9 8 9 8 2 9 Physics and astronomy . 8 20 8 21 8 21 Chemistry . 3 12 15 4 12 4 17 Biology . . 3 g 12 g 13 Geology, mineralogy, and physical geography . ■4 10 5 8 5 8 Percentage of work required of each student in four years . 70 60 55 Percentage of elective work . 30 40 45 aOption is allowed between French and German. If these should therefore be counted as elective, the percentage of studies required in the classical and Latin-scientific courses would become 66 and 56, respectively. The distribution of the required and elective work in each of the four years is shown in the following table: Year. Classical. Latin-Scientific. Scientific. Required. Elective. Required. Elective. Required. Elective. Per cent. Per cent. Per cent. Per cent. Per cent, j Per cent. Freshman . . . 84 nl6 83 1 all 1 100 1 0 Sophomore . 84 16 53 47 69 31 Junior . 53 47 53 47 17 83 Senior . 28 72 28 1 72 28 1 72 aOption between French and German, one of which is required. DISTRICT OF COLUMBIA. The Columbian University. — The Columbian College, a department of the university of the same name, has its course of instruction arranged in seven schools. These are so grouped as to form three courses, leading respectively to the degrees of bachelor of let¬ ters, bachelor of science, and bachelor of arts. The candidates for the first named must obtain diplomas in the schools of English, Greek, Latin, modern languages, and philosophy, and receive a certificate of proficiency in the school of mathematics or of natural science. For the degree of bachelor of science candidates must obtain diplomas in the schools of English, modern languages, mathematics, natural science, and philosophy. For the degree of bachelor of arts diplomas must be obtained in any six schools, and a certificate of proficiency in the remaining schools of the entire course. The Corcoran Scientific School , established by the ‘trustees and overseers of the Colum¬ bian University as a part of their university system of education, is called by the name of W. W. Corcoran in respect for his exalted character and in grateful recollection of his many benefactions to the university. Provision is made in this school for general and for special courses of study. The former embraces schemes of studies in literature, science, and technology, lead¬ ing respectively to the degree of bachelor of science, of civil engineer, mechanical engi¬ neer, mining engineer, etc., according to the scope and quality of the studies prescribed for each degree. Under the head of special courses of study, whether considered with reference to single studies or to arts embracing with specific studies a certain component part of the general course, provision is made for instruction in practical astronomy, geodesy, electrical en¬ gineering, architecture, analytical chemistry in all its branches, metallurgy, assaying, drawing in all its branches, etc. 41 ED 642 EDUCATION REPORT, 1887-88. To accommodate students engaged in the Executive Departments or in other work the exercises of the school are held in the evening, from 6 to 10 o’clock. The Catholic University of America. — *F or the following accountof the Catholic University of America the Office is indebted to one of the directors of the same. This latest but not least of America’s universities was originated in the third plenary council (Catholic) of Baltimore in the year 1884. It is the realization of the most earnest wish of the hierarchy and laity of the church in America, as expressed in previous councils and in the highest Catholic thought for years. The desired consummation was brought about at this time by the providential and munificent gift of Miss Mary Gwendolen Byrd Caldwell, offered to the bishops of the above-named council for the founding of a Catholic university in the United States. The council, after mature deliberation, accepted the offer, and pledged itself to the establishment of such an institution as soon as possible. Washington, D. C., was chosen as the most suitable location, and accordingly a site was soon selected alongside of the Soldiers’ Home park, a few miles distant from the centre of the city. The corner¬ stone was laid in the presence of an immense concourse of people, among whom were the highest representatives of church and State, by His Eminence Cardinal Gibbons, of Balti¬ more, on May 24th, 1888. The building, an immense granite structure 266 feet long, with two return wings 56 feet by 45 feet, and a pretty chapel in rear of the centre section, is rapidly advancing to completion, and is expected to be roofed by January, 1889. This great progress on the work will allow the opening of the Divinity Hall for students in November, 1889, according to the announcement of the directors. The other depart¬ ments of science, medicine, literature, law, etc., will he added immediately to that of divinity. The university will not be a mere college, but its course of studies will he post¬ graduate in all its departments, giving the highest education, the fullest intellectual de¬ velopment to clergy and laity in their chosen callings. The Catholic Church in found¬ ing this new university proposed to establish a perpetual institution, not merely to up¬ hold and strengthen the law of God, the Creator and Redeemer of the human race, but also to shed lustre on religion, by supplying it with proofs, clearer and clearer every day, drawn from sacred and profane learning, and the successive discoveries resulting from investigations by men of genius. And. furthermore, the university is intended to furnish young men with such training in mind and character as will best qualify them to contribute in the capacity of citizens to the honor and defence of their country. The board of directors is composed of the following distinguished gentlemen: James (Cardinal) Gibbons, archbishop of Baltimore; John J. Williams, archbishop of Boston; I*. J. Ryan, archbistop of Philadelphia; M. A. Corrigan, archbishop of New York; John Ireland, archbishop of St. Paul: John L. Spaulding, bishop of Peoria, Ill.; John J. Keane, bishop of Richmond; Martin Marty, bishop of Dakota; C. P. Maes, bishop of Covington, Ky. : John S. Foley, bishop of Detroit ; Killian C. Flasch, bishop of La Crosse, Wis. ; John M. Farley, domestic prelate, New York; P. L. Chappelle. D. D., Washing¬ ton; Thomas S. Lee, rector of the Cathedral, Baltimore; Eugene Kelly, New York; Michael Jenkins. Baltimore, and Thomas E. Waggaman, Washington, D. C. Cardinal Gibbons is president of the board; Mgr. John M. Farley is secretary; Eugene Kelly is treasurer ; Right Rev. John J. Keane, D. D., is rector of the university, and Rev. Philip J. Garrigan, D. D., is vice rector. The university was incorporated No¬ vember, 1885. Georgetown College. — The centennial of Georgetown College will be celebrated Febru¬ ary 20, 21, and 22, 1889. The near approach of this interesting event gives special in¬ terest to a historical review of the college for which the Office is indebted to J. F. Daw¬ son, S. J. The account will he embodied in the forthcoming monograph on the history of educa¬ tion in the District of Columbia. It is proper to note here that the first building of the college was erected in 1789, and the first president, Rev. Robert Plunkett, entered upon his duties in October, 1791. May 1, 1815, Congress gave the college a university charter giving it power to confer degrees in all the faculties. The medical department was established in 1851 and the law department in 1S70. The curriculum of the college agrees in its arrangement and scope with that of many Catholic colleges of the country. The following statement, taken from Mr. Dawson’s paper, shows very clearly the con¬ ception of intellectual discipline and development upon which the curriculum us based: The present course of studies at Georgetown is that generally pursued in the col¬ leges of tiie Society of Jesus, and, including the preparatory department, extends over a period of seven years.- The plan of studies is based on the idea that a complete liberal education should aim at developing all the powers of the mind, and no one faculty at the expense of the others. During the first part of the course the memory receives the principal share of attention, the student being engaged in mastering the rudiments of La i i. Greek, and mathematics, and in acquiring accuracy in the use of his native tongue. As the pupil advances the judgment is more and more exercised, by means of translations COLLEGES OF LIBERAL ARTS. 643 from one language into another, and by the study of mathematics, while less attention is given to mere memory work. When the student isable to read Latin and Gr ok. with some facility, he devotes himself for a year to the cultivation of his literary taste, by reading the best models of ancient and modern literature. The following year is given to the training of the imagination: the nature of poetry is explained, the technicalities of verse-making are mastered, and the great poets are carefully studied. Then comes the year of rhetoric, during which the student's critical powers are exercised and devel¬ oped; poets and prose writers are scientifically analyzed, the principles of oratory are carefully examined, and the speeches of the world's greatest orator are read and dis¬ cussed. The last year of the course serves to discipline the reasoning faculties by the study of logic, metaphysics, and ethics, and by continuing mathematics and natural science, which were already begun in preceding years. During this year great attention is given to metaphysics, and a thorough knowledge of it is regarded as of the utmost importance, since it serves to arrange all the student’s knowledge systematically, and gives him the ability to grasp firmly the principles of any special study to which he may wish to devote himself. “This course is calculated to develop and train all the powers of the mind, rendering it able to understand and appreciate all branches of learning It serves as a foundation for special training in any branch whfch the student, with his mind matured and trained, may decide to take up. “The same course is obligatory on all: to render it elective would be to defeat its very end and aim. for the student, before his mind is developed, cannot judge what studies will be most beneficial to him. ‘ ‘ While adhering to her ancient principle with regard to the method of her training, Georgetown College has kept pace with the times in adopting new branches of study or developing old ones, as the changes of the age require. She watches these changes with a keen eye. and while jealously guarding the stores of the past, she will not suffer her students to be deprived of the more glittering treasures of modern culture. What¬ ever is important in natural science is taken into her courses and taught with a philo¬ sophical analysis intended to guard the student against that confounding of mere informa¬ tion with learning, which is the danger of modern education. Physics, mechanics, gen¬ eral and analytical chemistry, and geology, all form important parts of the regular obliga¬ tory course of studies. Physics and chemistry are the subject of laboratory instruction. Observation and investigation in natural history are encourged by a scientific society among the students and by the Toner medal. As yet there are no professional schools of natural science in the university, instruction in these branches being only that which is supposed to be desirable for the completion of a perfect general education, such as a highly cultured man of any profession would wish to possess. “As soon as the means of the university permit, she will establish professional schools of the various branches of science. ’ ' Gonzaga College has an interesting history, dating back to 1826, when it was known as * 1 Washington Seminary ’ ’ and enj oyed a high reputation as a classical school. The pres¬ ent name was first used in 1848. The college became so prosperous that it even aspired for a while to the rank of a uni¬ versity. During the last quarter of a century it has experienced various vicissitudes. It is at present in a prosperous condition. The course of studies in the regular college curriculum supposes a period of seven years, but this period is often shortened by a year or two when the qnickness or the industry of the student warrants the faculty in ad¬ vancing him for Ms literary merit. Departments are also maintained foT the pursuit of the studies that are deemed best fitted to prepare students for commercial life. The Xiiiional Dea f-Mute College is the only institution in the country where the deaf can secure collegiate training. It makes provision :c: thorough in fcracfci : of a liberal education without attempting to do the work of the polytechnic schools on the one hqpd or that of the university on the other. The course of higher instruction leading to collegiate degrees occupies four years and embraces courses in (1 languages, ancient and modern; (2) mathematics; (3) natural science; (4) history, and (5) philoso¬ phy and political science. Prior to 1887 several applications for admission had been received from young women, and it was urged from induentialquarters that there was injustice in excluding them from the privileges they souglb:. Aider careful consideration it was determined to open the college to women for two years as an experiment. No suitable accommodations for them being available, the president offered to give up the use of the greater part of his residence for this purpose, providing a home for his family elsewhere. 644 EDUCATION REPOET, 1887-88. Six young women, representing the States of Illinois, Pennsylvania, Maryland, Ne¬ braska, and Indiana, presented themselves early in 1887, and were admitted to the in¬ troductory class of the college. DAKOTA. The University of North Dakota, Grand Forks , received its charter in 1883 and was opened for the reception of students in 1884. Four college courses are offered, viz: The course in arts, the eourse in science, the course in letters, and the normal course. In the absence of suitable fitting schools in the Territory from which the patronage of the university must chiefly be drawn, ib has been found necessary to provide instruction temporarily in subjects preparatory to those pursued in the university proper. The work of this department is entirely foreign to the scope of a true university, and it is strongly urged upon the high schools of the Territory that they prepare themselves as speedily as may be to relieve the university of all instruction of a preparatory nature. The university has no income other than the Territorial Legislature appropriation, which is made biennially. In the session of 1887 the appropriations were as follows: For professors’ salaries for two years, twenty-five thousand dollars, there being at the time an unexpended appropriation of a former Legislature to the amount of five thou¬ sand dollars; for museum, library, physical, chemical, and scientific apparatus, fuel and lights, engineer, fireman, janitor, and incidentals, thirty-one thousand dollars. The secretary of the board of regents is paid in addition by the Territory twelve hundred dollars a year. The studies of all regular students, except those in the normal department, are identi¬ cal during the three preparatory years, and also during the Freshman year. Differentia¬ tion begins at the beginning of the Sophomore year, at which time the students elect, among the three courses. The president, Homer B. Sprague, writes as follows: “We differ, I think, from all other American institutions in requiring one (and only one) year of Greek in prepara¬ tion for every course except the normal. That is, all regular students, except the nor¬ mal, must take a year of Greek; but the non-essentials in Greek are omitted.” The University of Dakota , Vermillion, was made the subject of legislation as far back as 1862, when it was located at Vermillion. In 1881 seventy-two sections of land were granted to Dakota, selected, and withdrawn from sale as directed and approved by tlm Secretary of the Interior, “ for the use and support of a university in the Territory when it should be admitted as a State in the Union.” In the spring of the same year persons interested in the cause of education met at Ver¬ million and formed an association for the erection of a building to be used for university purposes. At a special meeting held by the voters of Clay County, March 13, 1882, it was voted to raise the sum of ten thousand dollars to aid in the construction of the university building, and also to build one of Sioux Falls granite, 48 by 62 feet, two stories high. This, which is now the west wing, was erected with the proceeds of the Clay County bonds. This liberal act was the year after the total destruction of Vermillion by the great flood of 1881. In 1883 the university received its charter, and in September of the same year began its work. The university building is a fine structure of Sioux Falls granite. The grounds com¬ prise twenty acres, the gift of Hon. J. P. Kidder and Hon. M. J. Lewis. A good beginning has been made»toward supplying a library and scientific apparatus suitable for an institution of high grade. The departments of the university are preparatory, normal, collegiate, musical, and commercial. The collegiate offers three parallel courses, — the classical, the literary, and the scientific. Its first class graduated June, 1888. GEOKGIA. The University of Georgia, Athens , comprises the academic department known as Frank¬ lin College, the State College department, law and medical departments, and four branch agricultural colleges in different sections of the State. • The three first-named departments are situated at the ancient site of the university in „ Athens; the medical department is in Augusta. Franklin College offers three courses leading respectively to the degrees of B. A., B. S., and B. Ph. The course for each degree is prescribed, the student having only the privi¬ lege of choosing the degree for which he will study. The State College offers courses in agriculture, engineering, and applied chemistry. All COLLEGES OF LIBERAL A 11X13*. ■gtuaerrts of fhe<$tate College and of Franklin College, unless exempted by the faculty, are required to take part in the regular military drills, which are conducted thrice in the week. The students have access to the college library, containing above thirteen thousand vol- umes; to the Gilmer library, a collection of about one thousand volumes, bequeathed to the university by Gov. George R. Gilmer, and to two society libraries. As regards facilities for science instruction, the university is not excelled by any insti¬ tution of the South. The laboratory presented to the State College by the city of Athens is a building of three stories and basement, having a ground plan of 1U9 by 50 feet. Its cost was twenty- five thousand dollars. In 1881 Hon. Joseph E. Brown established at the university, in memory of his son. an endowment known as the Charles McDonald Brown Scholarship Fund. This is a fund of fifty thousand dollars, the interest of which is to be loaned, under specified conditions, to worthy young men, who unaided could not acquire a liberal or professional education. Boicdon College , Bowdon, is situated in a forest country thirty-six miles from any rail¬ road. It represents an endeavor to bring the means for advanced instruction within the reach of the humbler classes, and all expenses are placed at a very low figure. Young men and women are admitted on the same terms. Emory College , Oxford , is one of the best known colleges of the South. In addition to the college, classical, and scientific courses, it maintains a department of book-keeping, a school of telegraphy, and a school of technology, which offer unusual advantages to those who desire preparation for practical business life. In order to cheapen the expenses of living for worthy, ambitious young men, who must work their way through their course of study, the college, so far back as 1876, began in a little six-room cottage, the experiment of procuring cheap board for those who needed it. In the fall term of that year ten young men began housekeeping in the : rented house. For three years the experiment was conducted in that cottage. The re¬ sults proved conclusively that cheap and good board was in the reach of poor boys, and that in health, morals.’ social standing among students and citizens, and in scholarship, the hall boys ranked with the best. As a consequence the accommodations were increased -•and now comprise the largest and best house in Oxford. From the beginning until the current college year, not less than four hundred young men of limited means have found in the “Helping Halls, ” as they were called, the solu¬ tion of their problem, and have been enabled to take a full or partial college course. Every year the “Hall” men have won distinctions, class honors, prize medals, or lit¬ erary society positions. In 1883 the four honor men were “ Hall ’’ men. Peculiar advantages are offered to young men who are preparing for college, through the facilities offered by Seney Hall, the gift of a gentleman of Xew York, for whom it is named. ILLINOIS. Of twenty-four scholastic institutions of Blinois, included in Table 49, five are desig¬ nated as universities. Four of this number and. five others, styled simply colleges, re¬ port professional schools or departments. All of these have preparatory departments, business courses, and normal courses, while special schools or departments of art and music are reported by the great majority. Twenty of the number are in recognized affiliation with some one of the religious denominations. The majority of these owe their existence and whatever they possess in the way of permanent endowment to that zeal for learning which has been character¬ istic of the Christian Church in America. As a rule the year’s record of these colleges and universities presents no unusual feat- ' ure, the information received being fully presented in the tabulated details. The Illinois Wesleyan University, Bloomington, calls special attention to its laboratory - facilities. During the past two years more than thirteen hundred dollars have been ex- ' pended in adding to the efficiency of these rooms. It is intended to fit up a biological laboratory by the opening of the next term. When this is completed the opportunities for original work in the natural sciences offered by the university will, it is said, be un- '• surpassed by any institution in the Stats, North-Western University , Evanston , comprises a preparatory school, college of liberal : arts, a woman’s college, departments of music, art, and elocution, three theological ■ schools, a college of medicine, and a college of law. It reports an endowment fund of $1,785,255, of which $1,4S5.255 are accredited to the ■ college of liberal arts. A large part of the fund is as yet unproductive. The Dearborn University, presided overby Prof. George W. Hough, A. M., is the astro¬ nomical department of the university. In 1887, through the liberality of the astronomical 646 EDUCATION REPORT, 1887-88. society of Chicago, the university came into possession of a great equatorial refracting telescope, made by Alvan Clark & Sons in 1861. J. B. Hobbs, Esq., formerly president of the Chicago Board of Trade, contributed the funds for a new observatory. The best plans have been employed in the construction of the building, which will soon be ready for occupancy. The university is encouraging young men and women to seek thorough preparation for its college course by the offer of scholarships available for graduates of Cook County high school who successfully pass a competitive examination. Abingdon College has united with Eureka College, at Eureka. The educational work of the Society of Disciples or Christians is thus concentrated, with the promise of a more vigorous work than could have been carried on by the separate colleges. Knox College, Galesburg. — The semi-centennial celebration of Knox College, which oc¬ curred in 1887, has had a stimulating influence upon the college. The standard of ad¬ mission to the scientific course has been raised so much as to require an additional year of preparation, and French has been made optional for two years of the course. Arrangements have been completed for the erection of an astronomical observatory in the college campus, a superior telescope has been secured, and the services of a distin¬ guished astronomer engaged. Military drill, introduced in 1884, has proved a most important addition to the facili¬ ties offered by the college for physical training. Knox Seminary for young ladies is a department of Knox College. The course of study occupies four years, and offers facilities for thorough mental discipline and liberal culture. It is planned with reference to the ordinary duties of intelligent, educated women, and to the special requirements of those who desire to teach. The college courses, classical and scientific, are also open to young ladies. Lake Forest University, Lake Forest , comprises an undergraduate department located at Lake Forest, and professional departments located partly at Lake Forest and partly in Chicago. The undergraduate department includes four distinct schools, Lake Forest College, Ferry College for Young Ladies, Ferry Hall Seminary, and Lake Forest Acad¬ emy. The professional departments comprise a philosophical, faculty located at Lake Forest, and a medical faculty located for the sake of clinical and hospital practice at Chicago. The philosophical faculty has in charge the post-graduate courses intended to give preparation for the profession of teaching, for journalism, and other literary work. The medical faculty forms two distinct schools. Bush Medical College and the North-Western College of Dental Surgery. The university faculty has recently been increased, the buildings improved, and the courses of study more fully developed and systematized. Ferry Hall for Young Ladies has been raised to the college standard, and its accom¬ modations and facilities greatly increased by additional buildings representing a value of sixty thousand dollars. Examinations for admission to the college departments of the university are held in the chief cities of the West. Association of College Presidents. — The Illinois School Journal for February, 1888, states that at a meeting held in Springfield, apparently in January, an association of college presidents and professors was organized by calling Prof. J. C. Hutchison, of Monmouth College, to the chair, and appointing G. R. Cutting, of Lake Forest University, secre¬ tary. A committee appointed at Chicago the preceding season recommended a perma¬ nent organization, and presented a constitution, which was adopted. Officers for the ensuing year were chosen, and twenty-two presidents and professors of colleges joined the association, which was made a section of the State Teachers’ Association. INDIANA. Table 49 gives the statistics of fourteen institutions of Indiana. Of these, three are designated as universities; two of the three comprise colleges of liberal arts and profes¬ sional schools. The Indiana University , Bloomington, has a large and able faculty, and maintains a vigorous work. The appliances for scientific instruction have been materially increased during the year. In 1883 the General Assembly of Indiana passed an act providing for the permanent endowment of the university by levying a tax of one-half cent on each one hundred dol¬ lars of taxable property, to be collected annually for thirteen years. This fund, it is estimated, will amount to about three-quarters of a million dollars at the end of the thir¬ teen years, ..producing an annual income equal to that now received from all other sources. De Pauw University , Greencastle, is organized on the basis of an English rather than that of a German university, consisting of an assemblage of schools, clustering around a regular ‘'College of Liberal Arts.” Under one charter there are included a college, a school of theology, a school of law, a school of didactics, a school of music, a school pre- COLLEGES OF LIBERAL ARTS. f)47 paratory, a military school, etc., each one of which is distinct in faculty and autonomous in management. The chancellor's position is mostly advisory, and the pn--ul.;ut is Uie real and active head of the whole university; and their names, therefore, stand as such at the head of each faculty. That is, the chancellor and president being chancellor and president respectively of the whole university, are chancellor and president of tlie sev¬ eral parts, i. e., of the college and each of the several schools. The dean of a 3chool is the president of that particular school, under the president of the university and its chancellor as superior officers. The large endowment derived chiefly from the gifts and bequests of the late I Ion. W. C. De Pauw has placed the university upon a sound financial basis. The productive fund, which is now estimated at four hundred and fifty thousand dollars, will be hu gely increased when the whole amount bequeathed by Mr. De Pauw becomes available. The needs of the university as regards libraries, apparatus, and buildin are constantly urged upon its friends and patrons, and the determination is manifest on the part of tho trustees to develop here an institution of a very high order. The year under review has been marked by a large attendance and earnest work on the part alike of students and professors. I Vabash College , CrawfordsviUe , which has just completed its fifty-fifth year, shows a steadily increasing patronage. The course of undergraduate study extends through four academic years, and leads to the degree of bachelor of arts in the classical department and to the degree of bachelor of science in the scientific department. The classical course does not diabr esentiaily from that of the best American colleges, while the scientific course is provided for stu¬ dents who prefer the modern languages, especially German, and desire a more advanced knowledge of the sciences. Both departments include two classes of studies, the re¬ quired and the elective, attendance upon which is obligatory. Attention is called to the reduction of tuition recently made by the trust :es. From careful calculations it appears that the expenses of a student in the collegiate depart¬ ment may be met from one hundred and sixty-six dollars a year. The college possesses four beneficiary funds, available for worthy students By an agreement between the Legislature of Indiana and the trustees of the college each county of the State received a scholarship, entitling its commissioners to appoint a student for five years on free tuition. The commissioners of twenty-three counties are still entitled to appoint students on the “county scholarships.7'' In order to stimulate the students of the State to strive for thorough scholarship, the board of trustees has also ordered that a free scholarship be awarded to each male graduate of good character from any high school or classical school in Indiana, who, at his graduation, shall receive a certificate that he is the best male scholar of hi3 class. This certificate must be presented to the treasurer of the college as soon as the student enters. The holder of such scholarship is exempt from all college charges, unci is admit¬ ted without examination to the Freshman class. The endowment of Hanover College , Hanover , has been increased during the year by a number of gifts, the largqgt of which was from Rev. James A. McKee, i>. D.. of Thom¬ as viile, Ga. Dr. McKee has completed the endowment of the chair of “Ethics and Christian Evidences” by an additional gift often thousand dollars, making the profess¬ orship now twenty thousand dollars. This is the first professorship endowed by an alumnus of the college. The Indiana Academy of Science is an association developed within a few past years from a small beginning to a membership of more than two hundred amateur and pro¬ fessional scientists. Almost every division of science is said to be well represented by a large number of investigators. The officers for 1888-89 are: President, J. P. D. John, of De Pauw; vice-presidents, J. C. Branner, of Indiana University; S. C. Mendenhall, of Rosa Polytechnic Institute, and 0. I*. Hay, of Butler University; secretary, Amos W. Butler, of Brook ville. On Friday, December 27, 1888, upon the adjournment of the Indiana Academy of Science, a body of fifteen students of natural sciences met and organized a “Western Society of Naturalists.7 7 Its purpose is to discuss methods of teaching ; ad investigation in the line which that title indicates, and to provide measures of administration. IOWA. The statistics of nineteen institutions of Iowa are included in Table 49. Five of these are styled universities. Thirteen of the entire number of universities and colleges report preparatory depart¬ ments. Normal and business courses are not so prevalent as in the majority of the West¬ ern States. 648 EDUCATION REPORT, 1887-88. The University of Iowa owes its endowment to the “Seminary Fund ” derived from the sale of lands set apart for that purpose by the United States, and to annual appro¬ priations from the State. As yet Iowa has not followed the p recedent of many Western States in providing a dis¬ tinct tax for the university fund. This measure, which has proved beneficial wherever adopted, is urged upon the attention of the Legislature. * Twenty-two per cent, of the reported income of the university is derived from tuition fees received in the various departments. In the college department the annual charge to each student is twenty-five dollars. It has been determined, however, by the board of regents that no student need be excluded from the university by reason of his inability to pay tuition. Applications for reduction of tuition, or for exemption therefrom, may be made to the president, and will be considered by the executive committee or by the board of regents. As will be seen by reference to the detailed statistics, the university makes an excel¬ lent showing as regards library, scientific apparatus, and property valuation. It has also a large and able faculty. The admission requirements indicate the purpose of maintain¬ ing high standards in all the college courses. Iowa College , Grinnell , has had a prosperous year with substantial increase of its per¬ manent resources. The number of students is constantly increasing, especially in the collegiate department. The faculty are meeting with success in their efforts to bring students into the regular courses. It is recognized that this is one of the most effective means of inspiring stu¬ dents to hold steadily on and graduate with their classes. The commencement of 1887 witnessed the inauguration of the college’s second presi¬ dent. The occasion was further notable for substantial gifts. Ex-Governor Samuel Merrill, of Des Moines, pledged twenty thousand dollars to endow a professorship yet to be designated by him. Mr. Alonzo Steele, of Grinuell, gave twenty thousand dollars to endow the chair of mathematics and natural philosophy,- to be called, in memory of his daughter, the “Myra Steele ” professorship. The alumni are enthusiastically at work on a fund to endow the ‘ ‘Alumni Professorship, ’ ’ the department yet to be specified. They have already secured in cash and interest-bearing notes about four thousand dollars. Hon. E. A. Goodnow, of Worcester, Mass., has added to his other gifts to the college the offer of five thousand dollars to be put in the hands of the trustees for a ladies’ col¬ lege whenever they are ready to go forward with the work. The college is to bear the name of “Mary Grinnell Mears,” in honor of a graduate of the college who was the wife of Mr. Goodman’s pastor. It is planned to put up this building in the summer of 1888. Other gifts to the amount of $3,750 are reported, Griswold College , Davenport , under the auspices of the Protestant Episcopal Church, comprises the following departments: Wolfe Hall, Collegiate; Lee Hall, Theological; Kemper Hall, Diocesan School for Boys, and St. Katharine’s Hall, Diocesan School for Girls. Wolfe Hall offers three courses of instruction, — a four-year' classical course; a three- year scientific; and a one-year commercial course. Tfie appointments of the college are excellent; it has at all times maintained high standards, and its graduates are found in places of trust and honor. The eighth annual session of Drake University, Des Moines, opened in the autumn of 1888 with a very large attendance. The Callinan College has been placed under the management of the university board, and normal, musical, art, law, medical, and business schools are in operation. The report of Franklin College , Franklin , shows progress in many particulars. During the year a chair of modern languages has been added, and the chair of sciences divided between botany, and geology, and chemistry, and physics. A new building is in process of erection, which will greatly increase the facilities of the college. Report of Committee on Uniform Admission Requirements. — A conference of superintend¬ ents and high school principals of Iowa with the faculty of the State University of Iowa, to determine uniform requirements for the admission of high school graduates to the university, reported the following course; the numbers indicating the number of terms, and the studies printed in italics; the elective courses to be taken in order to admission to the classical course: First year: Civil government, 2; algebra, 1; history, 2; composition , 1; Latin 3; English grammar, 3. Second year: Algebra, 2; geometry , 1; rhetoric, 2; botany, 1; Latin , 3; natural philos¬ ophy, 2; physical geography or zoology, 1. Third year: Geometry , 3; English literature , 3; Latin, 3; commercial arithmetic, 2; chemistry or astronomy , 1. COLLEGES OF LIBERAL ARTS. G49 KANSAS. The University of Kansas, Lawrence , shows steady progress year by year in all the con¬ ditions of a vigorous work. The standards of admission have been raised within the last three years, and the normal department and the lower classes of the preparatory de¬ partment have been dropped. The immediate effect of these changes was a slight reduction in the aggregate of stu¬ dents. The enrolment for the present year, however, has reached a larger number than that for 1884-85. The students entering have better preparation and greater maturity of mind than formerly; as a consequence they are more interested in advanced work and show larger results for the instruction, whereby the university is greatly advanced in the esteem and confidence of the people. Since 1885 the following have been added to the university buildings: The Snow Hall of natural history, for which the Legislature appropriated fifty thousand dollars at its session of 18S5. A stone building to contain the steam-heating plant and the engine and other heavy appliances of the electrical engineering department; appropriation for the same, sixteen thousand dollars. Large additions have also been made to the cabinet collections, laboratory equipments, and other apparatus. The rapidly increasing demand for well-trained electrical engineers has led the uni¬ versity to provide a course of theory and practice in both light and heavy electrical en¬ gineering. It comprises, in addition to applied electricity, full courses in general physics and chemistry, such training in mathematics as is necessary to the proper understanding of the theories of electricity and magnetism; in French and German as will enable the student to read scientific works in those languages, and in mechanical drawing as is required for making drawings of machinery. Such studies in civil engineering as are deemed essential to the electrical engineer are also included in the course. Excellent facilities for practical work in general physics, chemistry, and light electri¬ cal engineering are provided in the very completely equipped laboratories of the uni¬ versity. The people of Lawrence are working toward the construction of a building for the accommodation of lady students at the university. A committee of citizens has been appointed to solicit subscriptions for this purpose, and there appears to be a fair pros¬ pect of twenty thousand dollars being raised at an early day for the object stated. Ottawa University reports that a site for a new building has been chosen and prepara¬ tion made for laying the foundation during the current year. Washburn College , Topeka , has made material additions to its equipment for science instruction during the year. It offers courses leading to the degree of bachelor of arts and bachelor of science. The corner-stone of the main building of Garfield University , Wichita, was laid in No¬ vember, 1887, under a charter dated April 6, 1886. The building covers more than an acre and a half of ground ; will cost when completed two hundred thousand dollars, and is expected to be completed in September, 1888. The north wing, containing twenty- one rooms, was finished and furnished in 1837; several departments were opened in Sep¬ tember of that year, and colleges of arts, music, business, and theology have been es¬ tablished with about twenty-five teachers and more than three hundred students; also a normal college at Enterprise. KENTUCKY. Table 49 contains the statistics of thirteen colleges of Kentucky. All of these have preparatory departments: four report normal and commercial departments, and two the latter only. Several of the colleges have suffered diminution of patronage and other embarrassments during the year from the failure of the crops in the sections upon which they depend for support. Ogden College , Bowling Green , makes provision for a two years’ preparatory course and three college courses of four years each. President Obenchain, A. M., in his return to the Office calls attention to the fact that “the free basis on which this college has been organized necessarily limits the number of students, as the funds for salaries and other expenses are derived almost entirely from the productive fund.” By working six hours a day in the class-room, he says, “our present faculty can instruct about one hundred pupils, provided the classes are suitably divided. In 1886-S7 we had during the year one hundred and fourteen students, which for a time taxed our capacity. Last year, 1887-88, the number was seventy-eight. The falling off was mostly from the country, and was doubtless mainly due to the disastrous drought we had in this section last summer. Our courses are well arranged, and our work is thorough as far as it goes. Appointments from this Congressional district to West Point and Annapolis have for some years been taken from the boys who have passed 650 EDUCATION REPORT, 1887-88. through our preparatory department, and all of our graduates who have afterwards gone to higher colleges or universities have invariably taken a high stand and acquitted them¬ selves with honor.” Georgetown College, Georgetown, reports a new gymnasium due to gifts from liberal friends. LOUISIANA. The Louisiana State University and Agricultural and Mechanical College, Baton Rouge, was formed by the consolidation of the two institutions whose names are retained in its designation. The history of the State University dates back to 1806, when the first grant of land was made by the United States Government for a seminary of learning in the State. The institution was formally opened January 2, 1860. The Agricultural and Mechanical College was established by legislative action in 1873, to carry out the provisions of United States land-grant act of 1862. The first joint session of the two institutions was opened October 5, 1877. By act of Congress approved July 12, 1886, the United States barracks at Baton Rouge were turned over to the university, which has thus secured excellent housing and ample grounds. The duty of making adequate appropriations for beautifying the grounds and fitting and furnishing the building for scholastic purposes is urged upon the General Assembly of the State by the board of university supervisors. The institution comprises a sub-freshman department, having a two years’ course, a course in agriculture, and a course in mechanics and civil engineering, each leading to the degree of B. S., and a literary course leading to the degree of B. A. The above-mentioned courses are all of four years’ duration. There is also a com¬ mercial course of two years. Tulane University, New Orleans, has just completed its fourth year. During this brief period it has achieved an enviable reputation and has contributed materially to the solu¬ tion of some of the more important problems of modern education. The university ideal carried out in its organization is that of an institution for the pur¬ suit of ail knowledge and the training of all the faculties. It comprises a high school, a college of liberal arts, the Sophie Newcomb Memorial College, opened October, 1887, a law and a medical school. The two last-named are schools of long standing and wide repute. In the conduct of studies the line “between university work and collegiate or aca¬ demic work is sharply drawn. The former is elective and of the most advanced char¬ acter; the latter is embraced in a series of equivalent curricula, extending through seven years, three in the high school and four in the college, all leading to the degree of bache¬ lor of arts, with or without distinction, according to attainment.” A manual training school has been established, with reference to which the current catalogue says: “It is considered as the workshop or laboratory of the high school for technical training; but other students of Tulane College are admitted to it on easy con¬ ditions. It is not intended to teach trades to young men, but to make them experts in the principles and handicraft of wood-working, iron- working, and machine construction. The appliances are as nearly perfect and the scheme of instruction as thorough as in any institution in the United States. The effort will be made to dignify and elevate labor without interfering with more abstract pursuits.” The university also maintains a free drawing school, with day and evening classes. In answer to certain objections to this work as alien to the legitimate province of a university, the conception of the trust imposed by Mr. Tulane and the results of the experiment are submitted in the following statement: “ The duty imposed upon his administrators by Mr. Tulane was the higher educa¬ tion of the white youth of Louisiana, and they were constrained, in view of the depressed condition of education here, to take the broadest view of their responsibility. Recog¬ nizing that the prime function of the university is the higher education of its students, and that it also owes to science and the world encouragement and aid in the prosecution of original research, investigation, and discovery in some of the many branches of human knowledge, they felt that, to complete the round of its duty to humanity, the univer¬ sity had still the further duty to assist in elevating the general level of tone and culture in the community and State by every means in its power. The two former objects were effected directly, and the third indirectly, by the appointment of an able and energetic faculty. But an intelligent and appreciative public is an atmosphere essential to the growth and prosperity of the university itself, and, with the many discouragements to education here, it behooved its guardians to take energetic steps for the enlightenment and improvement of all who aspired to a better intellectual condition. Their good faith COLLEGES OF LIBERAL ARTS. 651 in carrying out tills view is eviuced in our free museum, our free libraries, our free pub¬ lic lectures, and our hospitality to every association engaged iu legitimate literary or scientific work. But their largest, most direct, and most fruitful scheme of public be¬ neficence has been the free drawing school. “Drawing as an art is the foundation of so many branches of industry and as a train¬ ing calls into play so many faculties of man, that the education of a community in it would be a priceless gift. In no other way could Tulane University do so much for the general public as by extending to all who sought this means to further self-development gratuitous instruction in drawing. Classes were opened and hundreds eagerly availed themselves of the privilege. More than twenty-five hundred pupils have received free tuition, numbered by separate years, and more than fifteen hundred, allowing for the double counting of those who have followed the course more than oue yeai\ So iar no one has been denied admission to these classes who cau^ within the category of bread-win¬ ners, and indeed the only restriction placed upon entrance has been immaturity in age or incompatible duties. ’ ’ MAINE. The reports received from the three well-known colleges of Maine show a continuance of all the conditions of excellence that have characterized their work for many years. The record for 1887-88 offers few particulars beyond those included in the tabulation. President Pepper, of Colby University, reports that “ the curriculum has been some¬ what changed, owing to two distinct causes; the first, the introduction of a new professor into the faculty; the second, the observed failure of the single elective plan to meet the expectation of the faculty or the wants of the students. As the extent of onr elective studies is comparatively limited, and must necessarily remain so. it is judged safe to rely upon the preponderance of required studies to secure steadiness and unity. The electives, as heretofore, fall wholly within the Junior and Senior years, and, with some notable additions, remain as they were, but each student is allowed to choose from term to term from the courses offered. This is giving satisfaction to all. ” With reference to the experiment of introducing Hebrew as a Senior elective the presi¬ dent says: “I call special attention to this, as the board of trustees of Newton Theolog¬ ical Institution last year requested this board and the board of Brown University to in¬ troduce Hebrew as an elective. It seems to me not likely that much advantage to our theological seminaries will be realized, unless the principal colleges unite in the intro¬ duction of the Hebrew into their respective curricula. I would suggest that the matter be left* with the faculty for the present. They are sure to consider it carefully and to act wisely.” Professor Adams, director of the gymnasium, reports that “ the past college year has witnessed the first serious attempt at Colby to provide for the students opportunities for that regular and systematic exercise which all physiologists recognize as a prime necessity in the maintenance of perfect health. ’ 1 1 ‘ The claim which the young ladies of the college have to a share in the opportunities for physical training afforded by the college was substantially recognized ax the begin¬ ning of the fall term by the establishment for them of a class for regular exercise. This class has been continued through the greater part of the year, four half hours a week being given to it during the fell and winter terms, and three half hours during the sum¬ mer term. Though a complete innovation it has seemed to meet with as much success *as could fairly be expected. The hinderances to a full realisation of the benefits of the gymnasium work have been greater with them than in the case of the young men. “The only hour suitable for the class was that just before a recitation, and this fact undoubtedly contributed to lessen the attendance. Various reasons prohibited the use of the gymnasium costume, which is an important feature in all gymnasium work. About fifty per cent, of the lady students have taken the exercise regularly, and the enthusiasm for the work that has been evinced leads me to believe that were better facilities afforded very general attendance would result. “Other means of obtaining a proper amount of exercise being largely wanting to them, the gymnasium becomes of double value, and I should expect the gymnasium exercise to exert a very marked and satisfactory influence on their general health. The exper¬ iment of conducting their classes in the gymnasium used by the men at other times has shown that it can be done with advantage. ’ ' MASTLAXIX In his report for 1887-88 Dr. D. C. Gilman, president of Jolt ns Hopkins University, Baltimore, gives the. following summary of the years: “ In this review of the activity of the university during the year 1887-88 steady advances may be perceived. The number of students has increased: the standard of scholarship has been maintained; the publications have been as many as ever; the fidelity and enthusiasm of the princi- C52 EDUCATION REPORT, 1887-88. pal teachers can not be too strongly commended. Our only cause for anxiety is the loss' of income from the stocks which were given to the university by its founder.” He also calls attention to the following particulars relative to the number and classifi¬ cation of students during the twelve years since the opening of the university: “During twelve years twelve hundred and sixty-nine individuals have been enrolled as students, of whom five hundred and seventy have come from Maryland (including four hundred and forty-eight from Baltimore) and six hundred and ninety-nine from fifty other States and countries. Of this number seven hundred and thirty-three persons pursued courses as graduate students and five hundred and thirty-six as collegiate students. “ Since degrees were first conferred in 1878 one hundred and seventy-seven persons have attained the baccalaureate degree, and one hundred and thirty-one have been ad¬ vanced to the degree of doctor of philosophy. ’ ’ The following extracts from his report relate to subjects of widest interest as regards the highest order of scholastic work : Work of Investigation and Publication of Results. — “In the encouragement of advanced studies and the publication of results this foundation has aimed to do its part. By precept and example hundreds of young men have been trained in the methods of exact science and the habits of accurate investigators. Not a few of these students have been called into the scientific service of the Government; many are engaged in laboratories, scientific and technical; more are employed as teachers in training up other young men. We can point to no result of our efforts which is so gratifying, and which so thoroughly repays the outlays of this foundation, as the corps of graduates who have gone out from among us to every part of the country, prepared to contribute to the progress of knowledge, and who are now rendering good service to science, literature and education. By encouraging the publication of journals and monographs this foundation has endeavored to supply another of the deficiencies referred to above. Five periodicals, devoted to mathematics, chemistry, biology, philology, and history, have been aided by the university chest, and three others, devoted to archaeology, psychology, and modern languages, have been initiated on the personal responsibility of certain mem¬ bers of our academic staff.” Provision for the study of astronomy. — “An observatory for instruction is now provided. Beside the telescope mentioned in the last report, the university has purchased a meridian circle (made by Messrs. Fauth & Co., of Washington), with collimators, mer¬ cury basin, and other appliances. * * * To receive this instrument a special struct¬ ure has been built adjacent to the physical laboratory. A class in practical and theo¬ retical astronomy has been organized under the guidance of Prof. Simon Newcomb, for many years connected with the Naval Observatory in Washington, and now Superintend¬ ent of the U. S. Nautical Almanac. During the coming year he will be assisted by Mr. Charles A. Borst, lately one of the astronomical observers of Hamilton College, who has received among us the appointment of a Fellow.” -“ From these statements it is apparent that we are now provided with the most im¬ portant of the astronomical apparatus suggested many years ago by Professor New¬ comb in one of his public lectures as desirable for the practical instruction of astrono¬ mers. We have also the qualified teachers, and a company of students has begun the prescribed course. The further development of this department of study will be watched with great interest. Its distinctive character is its adaptation to the needs of young men already proficient in mathematics who need to be trained in the methods, of astronomical inquiry, and who want easy and constant access to suitable instruments, as they have in the laboratories of chemistry and physics. “One leading idea of the work is to associate with the technical study of the subject a greater breadth of culture than can readily be gained by the student whose attention is wholly occupied by practical work in the observatory or the field. It is therefore in¬ tended that all students taking the doctor’s degree in astronomy as their principal sub¬ ject shall have an understanding of the historic development of the science since its beginning, of the additions ^aade to it by its leading cultivators, of the mathematical theories of the celestial motions, and of the practical use of the most important astro¬ nomical instruments. ’ ’ The Laboratories. — The new physical laboratory, whose completion was noted in the Commissioner’s Report for 1886-87, gives greatly increased facilities for instruction and also greater scope and efficiency to the investigations carried on. “Arrangements have been matured for beginning, in the autumn of 1888, the testing of electrical instruments and standards for other laboratories, scientific and industrial. This work, under the supervision of the chief instructors, will be intrusted to Dr. Liebig, a recent graduate in physics, who has shown himself well qualified for the responsibility. Correspondence between Dr. Duncan, associate in electricity, on one part, and the leading electric manu¬ facturers and the professors of physics in different parts of the country on tlfe other, has indicated the need of such a bureau as is now established. Its actual utility will COLLEGES OF LIBERAL ARTS. 653 soon be demonstrated.” Work in the chemical laboratory has been prosecuted with increase 1 enthusiasm. During the past year every available place in the laboratory has been occupied, and the director is obliged to call attention to the necessity for an increase of accommodations if this state of things continues. ‘‘Since the foundation of this university the biological sciences have received special encouragement, parti}” because of the rapid advances that they have been making and partly because of their relation to the progress of modern medicine. Prolonged courses of training are arranged for those who propose to devote their lives to investigation or to teaching in these branches, as well as for those who intend at a later period to study for the profession of physicians and surgeons. As in physics and chemistry, abundant facilities for laboratory work are called lor; instruments, materials, and assistants have been and must be liberally provided.” “The unusual opportunities which have here been provided for students to become ac¬ quainted with the most recent methods of pathological investigation are but little known, partly because of their novelty and partly because pathology has been usually regarded as a branch of a distinctly professional education. Looking forward to the time when a medical school will be organized — in close relations to the Johns Hopkins Hospital on the one hand and to the philosophical faculty of the university on the other — the trustees in 1883 determined to supplement the physiological work already directed by Dr. Mar¬ tin with a new department of pathology, in which the most recent and approved meth¬ ods of research should be introduced. * * * All the apparatus required for such in¬ vestigations has been provided by the trustees. Cultures of a large number of pathogenic micro-organisms have been collected, and likewise a great deal of material illustrative of human and comparative pathology. The laboratory is open and teachers are present during the entire day.” The president expresses regret for the unexpected interruption in the department of psycho-physics consequent upon the acceptance by Prof. Stanley G. HaLL'of the presi¬ dency of Clark University. The report presents full and interesting information relative to the courses of instruc¬ tion in language and literature. The progress which Assyrian studies have made in the universities and theological schools within the past few years gives peculiar interest to the part of President Gilman’s report relating to the work of Dr. Haupt, one of the leaders of this movement. In addition to his work as instructor and investigator, Dr. Haupt ‘ ‘ has begun the pub¬ lication of a journal entitled Contributions to Assyriology and Semitic Compamti e Philology. * * * He has also in press the second part of his Babylonian Nimrod epic, containing the cuneiform text of the eleventh and twelfth tablets, as well as some new fragments of the poem found since 18S2. The cuneiform account of the Flood (first brought to light by George Smith in 1872) will be considerably advanced and corrected by this new edition. The fragments were all copied by Dr. Haupt from the originals in the British Museum, in 188*2, and recollated during the past summer. “Arrangements have also been made for publishing the now scattered writings of Dr. Edward Hincks, of Dublin, the early and successful interpreter of cuneiform inscrip¬ tions. “An announcement still more important has been made to the American Oriental So¬ ciety by Professor Haupt. With the co-operation of some of his advanced students, he has begun the preparation of an Assyrian glossary. The work is going on at the pres¬ ent time, but of course the period requisite for its completion is not certain. * * * Baltimore affords special advantages for the pursuit of the studies owing to its proximity to Washington. The U. S. National Museum is making an effort to develop its Oriental section, and before the end of the year there will be placed on exhibition a study col¬ lection of Assyrian and Egyptian monuments which will furnish an excellent opportu¬ nity to students desiring to draw directly from the original sources. It may be stated in this connection that Professor Haupt and Dr. Adler were appointed in February last honorary curator and honorary assistant curator of the Oriental antiquities in the U. S. National Museum. ’ 1 St. John's College , Annapolis , is an outgrowth of King William’s School, founded in 1696 by an act of the General Assembly, and opened for instruction in 1701. In 1784 the school was merged into the newly chartered St. John’s College, which began practi¬ cal operations in 1789. The college has therefore completed a century of work, while through the original school its history is traced back to the colonial period. AmoDg the distinguished alumni of the college appear the names of William Pinkney and Francis Scott Key, the author of our national ode, “The Star Spangled Banner.” The college comprises a preparatory department, having a three years’ course. The collegiate courses are four in number, each of four years' duration. They lead to the degrees of B. A., B. S., B. L., and M. E. In his return to this Office for the current year, President Fell says: “ This college is 654 EDUCATION REPORT, 1887-88. entirely unendowed, and depends for its income npon appropriations by the State and the tuition fees. * * * In spite of this and in spite of the withdrawal of the appro¬ priation by the. State in former years, the college prospers. The number of students steadily increases; the work done by them is highly satisfactory, and is recognized by the Johns Hopkins University as on a par with the work done by the students of that institution. ’ ’ MASSACHUSETTS. In his report for 1887-83, Dr. Charles W. Eliot, president of Harvard University , states that ‘ ‘ in 1883 for the first time the examinations for admission to the college were con¬ ducted exclusively on the new plan announced in 1886. ’ ' The subjects presented by the candidates show that the secondary schools, and the private tutors who prepare boys for college, “ have already responded in fair measure to the new suggestions, offers, and requirements of the faculty,7’ and that the ‘“new re¬ quirements have already stimulated the teaching of French and German in secondary schools, and have promoted the introduction of laboratory methods of studying physics and chemistry.” Dr. Eliot observes further that ‘ ‘ under the former scheme of admission examinations, the commonest method of entering was by presenting all the required elementary sub¬ jects, but not both French and German, and among the advanced subjects Latin and Greek with composition. On the average of the years 1883 to 1886, inclusive, this set of subjects was offered by two hundred and twenty-one candidates out of three hundred and fifteen, but in 1888 by only one hundred and forty-four candidates out of three hun¬ dred and fifteen; yet this was still by far the commonest combination of subjects, the next group of candidates who offered a common set of subjects numbering but thirty-one. In all, seventy-six different combinations of subjects were presented; but this diversity caused not the slightest embarrassment in the conduct of the examination. This liberty of choice among the subjects of examination has the effect to increase very sensibly the number of candidates who offer more subjects than are required. One-quarter of all the candidates in 1888 offered more subjects than were necessary. This fact shows two things: (1) that some schools already give instruction in more than the minimum number of subjects; and (2) that many boys can do more work before coming to college than the admission examination calls for.” “In the gradual process of converting. Harvard College into a university of liberal arts and sciences” the president reports “ that the average gain was made in 1887-88.” “In respect to the volume of instruction, the gain of 1887-88 was about five per cent., that is, from four hundred and eighty-five hours a week to five hundred and ten hours, without counting repetitions, and this gain coincides with the average annual increase of the last five, or of the last ten years. * ‘ In respect to freedom in choice of studies, the Freshmen gained access to the depart¬ ments of Italian, Spanish, and music, from which they had previously been excluded.” ‘ ‘ In respect to co-ordination of courses, an important improvement was made by recast¬ ing the whole set of courses in physics, so as to secure a better sequence of subjects and a more complete covering of the ground; the opportunity for special advanced study and research was offered for the first time in German, and more explicitly than before in romance philology; and the corresponding opportunities in history, physics, and chem¬ istry were enlarged. ‘ ‘ Lastly, the morale of the college was favorably affected by several causes. In the first place, the assured success of the voluntary method in the religious services of the university, concerning which some anxiety was felt during the first year of trial (1886-87), was a solid satisfaction to every member of the university, whether teacher or student. ’ ’ ‘ ‘ Secondly, a considerable number of instructors used effectively during 1887-88 the new regulations of 1886, which provide that every student shall satisfy his instructor in each of his courses of study that he is performing the work of the course in a systematic manner, and that any instructor may, with the approval of 1 ie dean, exclude from his course at any time a student who is neglecting the work of the course. These regula¬ tions emphasize the fact that membership in any instructor’s class is a privilege granted by the college — a privilege to be kept only by regular attendance and systematic work to the satisfaction of the instructor. ’ ’ 1 1 This direct personal relation between the instructors and students, free from the intervention of any officials charged in a formal way with the maintenance of college discipline in general, is in the highest degree wholesome and satisfactory. The regula¬ tions of 1886, together with the careful maintenance and watchful use of the. record of each student’s attendance, which is kept in the dean’s office, promise to solve all the remaining difficulties of the transition from the former mechanical system of en¬ forced attendance, with all its pernicious apparatus of excuses, certificates, and gradu¬ ated penalties, to a system of rational liberty with direct personal responsibility for COLLEGES OF LIBERAL ARTS. 655 results. In all its discipline, the college faculty tends to abandon the principles of gov¬ ernment implied in the words, offences and punishments, and to act, even in cases of gross neglect or vice, on the principle contained in the last clause of the statute concern¬ ing students not candidates for a degree: The several faculties have the right to deprive any sitch student of his privileges, if he abuse or fail to use them. A third cause of im¬ proved relations between faculty aud students was the exhaustive report on athletics which was presented to the college faculty in June List by Profs. J. W. White, Chaplin, and Hart, an outcome of a discussion which took place in the board of overseers daring the spring. This report, with the accompanying statistics, disposed of some of the ob¬ jections to athletic sports and intercollegiate contests, demonstrated their general utility, and set in a clear light the improvement of the average physique of the students which the gymnasium and the various sports had together brought about. Although the re¬ port contained many criticisms upon the present managements of athletic sports, ife general effect was highly encouraging both to the' faculty and to the undergraduates as to the moral and physical effects of athletics at Cambridge taken as a whole. It imme¬ diately brought about a better understanding between the faculty on a subject of great interest, concerning which there had been much divergence of opinion. Some of the recommendations of the report have been already adopted, and others are likely to be. There are still many excesses and evils connected with athletic sports as intensified by intercollegiate competition ; but the Faculty take comfort in the general physical im¬ provement which they witness in the average student; and they hold that dyspepsia is less tolerable than a stiffened knee or thumb, and that effeminacy and luxury are even worse evils than brutality. ’ ’ “The college, including the graduate department, is now paying out more than fifty thousand dollars a year to students who need aid to compass their education.” “In 1887-88 the faculty instructed the dean to inform holders of scholarships that they are expected to present themselves twice a year beforfe the director of the gymna¬ sium to be examined as to their physical condition, aud receive suggestions as to the care of their health. ’ ’ The graduate department had a larger attendance than in any previous year. “Never¬ theless,” says the president, “the resort to this department from other colleges is still small in proportion to the volume of advanced instruction ottered and to the unequalled facilities for research in all directions which the university libraries, laboratories, and collections afford. The secretary of the academic council again urges that more scholar¬ ships are needed for graduate students. The eager demand for the six Morgan Fellow¬ ships and the excellent quality of the incumbents from year to year are strong arguments in favor of more such endowments. ’ ’ The professional schools of the university have been unusually prosperous during the year. ‘ ‘ The Divinity School is the only professional school of the university which re¬ ceives no students as candidates for its degree who are not already bachelors of arts. Considering the small number of students in the school, it is recruited from a remark¬ able number and variety of colleges. Thus, in 1887-88, seventeen students came from three theological seminaries and twelve colleges, and in 1888-89 twenty-six students came from three seminaries and fourteen colleges. “Since the statement was made in the report for 1877-78 concerning the unsectarian policy of the school and its pecuniary needs, its endowment, apart from its share in the income of the Bussey Trust, has been more than doubled, a new building has been pro¬ vided for it, its library has been much increased, and, best of all, important additions have been made to the permanent teaching staff. " ’ “ The Law School had a year of great prosperity in 1887-88. The number of students increased 20 per cent., the Story Professorship was filled again, after having been vacant four years, and the Harvard Law School Association gave the school one thousand dol¬ lars with which to increase the amount of instruction in constitutional law during the year 1888-89. ‘ ‘ The year saw some important changes wrought in the Medical School. The whole course of study was revised, two hours a week of elective studies were introduced into the third year, and all the studies of the fourth year were made elective. ’ ’ The medical faculty was increased in size from twenty-one to twenty-six members. One assistant professor resigned, one was newly elected, and one was promoted to be pro¬ fessor. Three professors and one instructor without limit of time were chosen, and the the demonstrator of anatomy was appointed a member of the faculty for five years. The number of annual appointments given in the catalogue was also increased ffcftn thirty- eight to forty-five. At present, therefore, no fewer than seventy-one members of the medical profession in Boston and the vicinity are officially connected with the school of medicine. “The Dental School was never more prosperous than in 1887-88. The admission ex¬ amination instituted in 1885 at first caused the number of students admitted to de- G 56 EDUCATION REPORT, 1887-88. cline; this diminution proved to be only temporary, hut the good effects of the exam¬ ination abide. In 1887-88 the school had three dental professors, three instructors in dental subjects appointed for more than one year, five instructors in operative dentistry who superintended the work of students in the infirmary, and two demonstrators.” Among the gifts received by the university during the year the following are specially noted by the president : ‘ 1 In November, 1887, the corporation were informed by the trustees under the will of Walter Hastings that they were ready to erect at Cambridge, according to the terms of the will, upon land to be given to the university, a college hall for students’ cham¬ bers, to cost not less than two hundred thousand dollars and not more than two hun¬ dred and fifty thousand dollars. “ By the will of the late Ellen Gurney, widow of Ephraim Whitman Gurney, the uni¬ versity received a bequest of seventy- five thousand dollars and the residue of her estate, with directions ‘ to apply the net income for the support in Harvard College of higher instruction in history, political science, and literature (these subjects being taken in a comprehensive sense) in such manner as may from time to time seem most expedient to the president and fellows.’ The amount realized bv the university from this bequest is $169,925.38. “ The university received during the year two wholly unrestricted gifts ; the first a bequest of twenty-two thousand dollars from John Cowdin, of Boston, and the second a bequest of thirty thousand dollars from William Perkins, of Boston. ” (Mr. Perkins’s gift was in memory of his three sons, all graduated at Harvard College.) ‘‘The oldest son (A.B. 1857) was killed at Fort Wagner, S. C. ; the second ('A. B. 1860), who served three years during the Civil War and was wounded at Chancellorsville, died at Boston in 1879, and the third (A. B. 1864) died in 1873. “Mr. Henry Reginald Astor Carey, of New York, who was a special student in the college in 1886-87, gave the president and fellows twenty-five thousand dollars on No¬ vember 14, 1887, * to be used in building fives courts for the use of the university, espe¬ cially for the base-ball nine, either as attached to the gymnasium or as a separate build¬ ing, as the corporation may decide.’ The construction of the building has been delayed by difficulties in deciding on the best mode of carrying out Mr. Carey’s generous inten¬ tions. “Members of the class of 1856 gave to the president and fellows six thousand dollars as a permanent fund, the income of which ‘is tol)e used for the publication from time to time, in a serial form, of contributions to classical learning by members of the uni¬ versity or graduates of the same, and such other contributions to classical learning as may be deemed advantageous to the university to publish. ’ This is the second pub¬ lication fund which the university has received, the first being the John Elliot Thayer fund of fifteen thousand dollars for publication in the department of political economy.” The spirit of Amherst College, Amherst , is eminently progressive, and at the same time judiciously conservative. It was a leader in the movement for systematic physical cult¬ ure controlled by competent directors. As early as 1831 Dr. Hitchcock issued a report of twenty years’ experience in this department, which has given a great impulse to the work in other colleges. *. In 1880 Amherst College tried the experiment of abolishing the old marking system. An assignment of rank in the award of diplomas was continued, but the old scale, with its first, second, and third classes, disappeared. A new system of government was also introduced. Expulsion, suspension, and simi¬ lar disciplinary expedients were abandoned. The matriculate became a party to a con¬ tract. He signed the college laws and engaged to keep them. In the case of his failing to keep his contract his connection with the college virtually ended. This experiment has been carefully watched, and its success has had the effect of modifying the modes of discipline in other colleges. The following particulars concerning the present organization and conduct of Amherst are derived from the catalogue for 1887-88: “The course of undergraduate study extends through four academic years. It em¬ braces philosophy, history and art, language and literature, and science. Each study is pursued comprehensively, and at the same time with the minuteness requisite for the broadest and most accurate training. It is the aim of the college not so much to make specialists in any given department as to prepare the student for the best special work in his subsequent life. “For the first year and the first term of the second year the same studies are pursued by all the ’students. At the beginning of the second term of the Sophomore year cer¬ tain studies become elective, and these are afterward increased in number, so that dur¬ ing the Junior and Senior j'ears the student, under such regulations as the faculty find it wise to prescribe, can choose such studies as are best adapted to his own needs from COLLEGES OF LIBERAL ARTS. G57 nearly all the departments taught in the college. Excellent results have appeared from this method. The special wants of the student are thus met, his zest and progress in his work are increased, and his association with his teachers becomes thus more closo and intimate. * * * “The college adheres to its old requirement of Greek as a condition of en¬ trance, and as one of the principal studies of the Freshman and Sophomore years. It insists on the mastery of this language as an invaluable discipline of the mind and an indispensable foundation for a scholarly knowledge of the languages and literatures, not only of the ancient, but of the modern European world. “During both the Freshman year and the first term of the Sophomore year Greek is taken by every student excepting those pursuing the scientific or a special course, while it is open as an elective study during the most of the Junior and Senior years. * * * “The work in the department of biology is all elective. It begins with the first term of the Junior year, and may be continued for the remainder of the collegiate course. * * * “While one special aim of the department is to furnish the student of medi¬ cine with a broad foundation for his future studies, its general aim is to lead every stu¬ dent to a careful examination of the laws which govern the structure, actions, and occurrence of all living forms.” The departments of collegiate instruction are grouped in six general sections: 1. The Section of Philosophy. 2. The Section of Ancient Languages. 3. The Section of English. 4. The Section of Modern Languages. 5. The Section of Mathematics. 6. The Section of Natural Science. In each of these sections the grade of the scholarship of each student is recorded on the scale of units from 1 to 5. Every student who has completed his work in each sec¬ tion may be admitted to the degree of bachelor of arts, or bachelor of science, and receive a diploma in testimony of the same. If his average scholarship be repre¬ sented by the number 2, his diploma is given rite; if by 3, cum laude; if by 4, mngna cum laude ; and if by 5, summa cum laude. No student is entitled to a diploma whose work in any section is incomplete. Such student may, however, receive a certificate of his actual attainments in such partial course. The department of hygiene and physical education is under the charge of two physi¬ cians, who keep accurately acquainted with the health of ,all the students. Each stu¬ dent, soon after he enters the college, and twice thereafter during his collegiate course, is minutely examined in reference to his strength and physical condition, and advised as to the particular course he should take for the maintenance and increase of his health and strength. A manual of average measurements, together with a record of his own measurements, is given him, and he is also directed to the most advantageous use of the ample appliances with which the Pratt Gymnasium is provided. Beside the exercise which every student may take by himself the members of each class regularly exercise together in the gymnasium every week-day, excepting Wednes¬ day and Saturday. Unless excused for physical disability, the attendance of every stu¬ dent is required at the gymnasium for the performance of the exercises in light gymnas¬ tics. The results of the system of prescribed gymnastic training pursued in the college have been eminently satisfactory. While physiologists affirm that, as a general rule, the health of a young man from fifteen to twenty-five years of age is apt to decline, the re¬ verse rule is found to prevail with students here. From statistics systematically kept for more than twenty years, it appears that the health of an Amherst College student is likely to grow better each year of his collegiate course. The average health of the Sophomore class is better than that of the Freshman, and of the Junior better than that of the Sophomore, and of the Senior class best of all. Dr. Hitchcock has lately issued an Anthropometric Manual, a copy of which he gives to each student of the college, who is enabled thereby to compare his physical develop¬ ment with that of the average Amherst student for the last twenty- five years, and to determine the kind of exercise most favorable to his health and strength. In a state¬ ment dated November, 1887, President Seelye gives the following summary of the gen¬ eral progress of the college: “Our numbers vary from year to year, but with a general tendency to increase, and with a general enlargement also of the area from which they are drawn. It is an in¬ teresting fact that about one-seventh of our annual admissions for the last few years have come from other colleges, and that these, as a rule, by the high stand they have taken here, have shown themselves students seeking for the best. Our average annual attendance for the last twelve yearn has been three hundred and thirty-nine, 42 ED 658 EDUCATION REPORT, 1887-88. while for the twelve years next preceding this period it was two hundred and sixty- seven. "We are only exceeded in numbers among the New England colleges by Harvard and Yale. “ I do not think that this is necessarily a sign of progress, or certainly a matter for con¬ gratulation. Numbers are very easily gained by any college which sets out to secure them. Where the standard of admission and instruction is kept high and no efforts are made directly to induce students to come, increasing numbers undoubtedly indicate an increasing growth of the college in the public estimate; and this is certainly to be prized. But it* the classes should grow too large to permit each teacher to establish living rela¬ tions by close contact with each of his pupils, this would be an evil altogether to be deplored; for education is wholly a personal work. It is not gained by books nor by instruction alone, nor by anything in place of living inspiration of the living teacher. Recognizing this fact, we have of late been enlarging our teaching force more rapidly even than our number of students has increased. Our faculty is larger by one-half now than it was twelve years ago. ‘ £ We are steadily enlarging our work in the line of political and social science, and desire the means to give it a still greater increase. The endowment by Mr. Henry Wink- ley, of Philadelphia, of the Winkley Professorship of History and Political Science was a great boon which has enabled the college to do more than ever before in this important department. The present year we shall add to our course in economic and social sci¬ ence a course also in international law, for which Dr. Tuttle has been making careful preparation in Germany and here. By the aid of friends of the college in New York, Dr. Frederic A. Bancroft has been engaged for the current year to give a special course, open as an elective to the Senior class, upon recent American history. “The college is still keeping abreast of the times, mindful also, as it has ever been, of the principles which abide through all time. We are not beyond improvement, and are alive to any suggestions from any quarter respecting any progress: but we are not seeking for growth by severing ourselves from the living source in which the college through ail its history has found its nourishment and strength. Those of. you who are far from ns, and not familiar with our present inner condition, will be cheered to know that the younger professors, who are to be our coming representatives, are as heartily imbued with the historic spirit of the college as the older ones. Our gratitude for the past is mingled, therefore, with joyous confidence in the future.” In big return to this Office, President Seely e writes as follows respecting the matter of discipline: “The most marked feature of the year has been the good order and decorum prevailing in the college. Under the system of college administration in vogue at Am¬ herst, a body of students called the college senate, whose president is the president of the college, are associated with the faculty in the government of the college. Questions Of college order and decorum, formerly adjudged by the faculty, are now referred to the senate, whose judgments, if approved by the president, are binding in the college. This experiment in college self-government is increasingly satisfactory. A higher self-respect and a more manly self-restraint have been among its most marked results.” The catalogue for 1887-88, of Bouton College, Boston , calls attention to the fact that to the original classical course there was added September, 1879, at the special instance of the most reverend archbishop, a department Tn which the study of the ancient languages is superseded by exclusive application to English, the modern languages, and the sciences. This course is intended to offer the advantages of a thorough English educa¬ tion to that class of students who, not intending to follow the professions, stand in no special need of classical training; but for whom it is of importance that they be well grounded in their faith and spend a few years at least under healthy religious influence. MICHIGAN. The number of students at the University of Michigan, Ann Arlor, for the current year, according to the return made to this Office, was sixteen hundred and seventy-seven. Of this number a little less than one-half were residents of the State. Every State and Territory of the Union was represented in the attendance, three of the provinces of Canada, five European and two South American States, together with Japan and the Sandwich Islands. President Angell, in his report for the current year, notes that the attendance exceeds that of 1885-86 by two hundred and seventy-six, and that of 1884-85 by three hundred and eighty- two. The largest gain for each of the last two years has been in the literary department, though there was an increase in every department except in that of medi¬ cine and surgery, where there was a loss of eight. The equipment for science instruction has been materially increased by the new build¬ ing for the physical and hygienic laboratories. With reference to the latter President Angell says, “ it is, I think, the first established by any of our universities,” The new COLLEGES OF LIBERAL ARTS. 659 engineering laboratory is also nearly compete. These increased facilities for teaching science and its practical applications have been accompanied by a corresponding i ■ t . a in tbo demand for such instruction. Although there lias been a relative and absolute increase of the number of student a the English, engineering, and scientific courses in the last few years, the classical emuse still attracts a much larger number than any other. The full distribution of the undergraduate students is shown in the following com¬ parative table: Percentage Percentage of Men. qf Women. The A. B. course . v . - . . The Ph. B. course . . . . . 1 ! 30.7 32.3 16.3 31.4 13 _ 9. 3 15 j 27 25 1 None. The B. S. course . The B. L. course . . . The Engineering courses . . . 100 100 Prof. William H. Payne, A. M., whose distinguished service as professor of the science and art of teaching has attracted universal attention, has resigned to become chancellor of the University of Nashville. Tenn. His successor is B. H. Hinsdale. Ph. D. , who comes into the work with the advantage of large experience and established reputation. Albion College , AlMon, reports an endowment of about $315,000, of which $115,000 are n5t yet available. It has, besides the college building, an observatory, and is in gen¬ eral well supplied with appliances for science instruction. In his return to this Office for the current year President Scott, of Hope College. Hol¬ land , calls attention to the fact that the regular college course includes the studies which in many colleges constitute a distinct scientific course. “We have decided,” he says, “that the old-fashioned classical course, somewhat modified, is the best even for the seientifics, and this is the only one we publish ’ 5 (A. B. ). Kalamazoo College , Kalamazoo , reports an increase of five thousand dollars in its an¬ nual income-. This addition to its resources has been employed in enlarging the faculty and increasing the scientific apparatus. The additions to the library during the past year have been numerous and valuable. The library of Prof. Edward Olney, containing nearly one thousand volumes, has become the property of the college. The shelves on which these volumes stood in Professor Oiney;s study at Ann Arbor have been transferred to the library room, and the collec¬ tion thus retains its integrity, and is known as the Gluey Library. In addition to the large number of mathematical works in this collection, there are many volumes pertaining to the natural sciences, to history and general literature, and to the interpretation and illustration of the sacred Scriptures. There are also valuable encyclopaedias, including the American reprint of the ninth edition of the Encyclopae¬ dia Britannica, and other books of reference not previously contained in the college library. The practical value of the collection is indicated by the fact that a large per¬ centage of all books drawn by students during the year has been taken from the Olney shelves. The new ladies* hall, erected by the JLadies5 Hall Association, greatly increases the comfort of the young women who attend the college. The facilities of Olivet College, Olivet, have been materially increased by a new and commodious building, erected at a cost of twenty-five thousand dollars. I; bears the name of Roland Mather, of Hartford, Conn., who was its chief donor. It is devoted tp scientific purposes. Besides two large recitation rooms, it contains the laboratories and lecture rooms for chemistry, botany, geology, biology, and zoology. It contains also the college museum and the Signal Service station. Minnesota. Dr. Cyrus Xrfrthrup, president of the University of Jli nesota, JUnneapoC:. reports that the current year has been one of notable progress and development. Not only has the work of instruction been carried forward satisfactorily in all the departments which ex¬ isted at the opening of this period, but the work in some of these departments has been enlarged, new departments have been organized, and the institution in its scope oi in¬ struction has been made in reality, what it has heretofore been in theory only, a uni¬ versity. 660 EDUCATION REPORT, 1887-S8. The whole number of persons graduated up to date has been three hundred ard twenty-one. Of these, five have received degrees both in science and engineering, one in arts and in science, and six bachelors have received a master’s degree after passing the required examinations. The graduates include eighty-five women, viz: bachelors of arts, thirteen; of science, twenty-one; of literature, fifty-one; of, medicine, one; one of the number received a degree both in arts and in literature. President Northrup calls attention to the gradual decrease in the preparatory depart¬ ment, while at the same time the number of Freshmen steadily increases from year to year. ‘ ‘ The inference is inevitable,” says President Northrup, ‘‘that the necessity for maintaining the preparatory department is constantly diminishing, ’ ’ and he expresses the belief that the time has come when the board of regents may safely determine upon a date for its discontinuance. In respect to buildings, the president says: “The most pressing need of the university will be met whenever the new science hail and museum shall be finished. This build¬ ing was begun in 1887. It is built of stone and has a front of 245 feet. It will furnish lecture rooms and laboratories for the work in geology, mineralogy, botany, zoology, and physiology. It will also furnish accommodations for the officers of the geological survey; and one wing, containing four thousand square feet on each floor, will be de¬ voted to the museum. Provision is also made in this building for work in metallurgy and mining whenever the regents shall see fit to establish a school of mines. This build¬ ing is now enclosed, but will hardly be ready for use the present year. Meanwhile the pressure for rooms large enough to accommodate our increasing classes is great, and shows conclusively that the erection of science hall was not begun a moment too soon. But even when this building shall have been finished there will remain the need of a larger chemical and physical laboratory, of a library building, of a medical college building, of a law college building, and of an observatory. The future prosperity of the university will be very much affected by the promptness or delay attending the erec¬ tion of these buildings. In St. John’s University, CoUegeville , “the curriculum pursued has been extended to meet modern demands. The courses of studies established are the ecclesiastical, the classical, medical, commercial, and scientific, besides a preparatory course for begin¬ ners.” The current catalogue of Eamline University, Hamline , presents an historical summary from which the following particulars are derived: Hamline University, chartered April 3, 1854, is probably the oldest denominational institution in the State. The years of the greatest prosperity were from 1864 to 1869, when the annual enrolment reached three hundred. In its most prosperous days, however, the institution did not have adequate financial support, and in the spring of 1869 the embarrassment became so great as to necessitate suspension. The board of trustees fully intended to reopen in two years, but a change of location having been decided upon, and unforeseen difficulties arising, eleven years passed by before they were able t<5 cany out their intention. The new edifice was dedicated to Christian education July 20, 1880. On the 7th of February, 1883, this building was de¬ stroyed by fire. The work of rebuilding was .begun at once, and on the 30th day of January, 1884, the new University Hall, a much more beautiful and commodious struct¬ ure than its predecessor, was dedicated. The Hall of Science, dedicated January 5, 1888, is a large building, well planned and equipped. Macal aster College , Macalaster, reports a substantial library, to which valuable additions will soon be made. The new observatory of the department of mathematics and astronomy connected with Carleton College, Northfield , was occupied during the year. “The scientific department, always a prominent one in the college, is now more com¬ plete in its organization and appointment than ever before. Williams Hall, erected espe¬ cially for its use, contains a large laboratory, with all necessary modern appliances for chemical experiments and analysis.” The sum of bequests received this year as reported on the return to this Office amounted to $150,738. These donations were given by twenty-two persons, in amounts ranging from one to thirty thousand dollars. MISSISSIPPI. * The University of Mississippi, Oxford, com prises two general departments, viz, a depart¬ ment of science, literature, and arts, and a department of professional education. The former includes three undergraduate courses of study leading respectively to the degrees of B. A., B. S., and B. Ph.. and two post-graduate courses leading to the M. A. degree. The only professional school established so far is that of law. COLLEGES OF LIBERAL ARTS. 6GI Since 1882 women Lave been admitted to the university upon the same conditions as men. The university is especially strong in the department of modern languages. Clinton College , Clinton , reports temporary embarrassment from the prevalence of yellow fever in the vicinity. The fall term opened with only seventy-five students instead of one hundred and fifty, as had been anticipated; the number increased as the year ad¬ vanced. MISSOURI. Central College , Fayette , has secured a telescope made by Alvin Clark & Son. “ Through the liberality of Col. Lon. V. Stephens, of Boonville, the college in 1886 acquired possession of a very desirably property, with a substantial brick building, con¬ veniently situated and easily accessible from all parts of the grounds. This building, by a fund further provided by Colonel Stephens, was fitted up for the use of the scientific department of the college, and was occupied during the past year. Substantial additions to the library have been made since the beginning of the present year. Westminster College , Fulton. — The permanent endowment of this college has been in¬ creased by behests to the amount of $8,650. On commencement day it was announced that citizens of Fulton and Callaway County had given ten thousand dollars for repairs and additional buildings. It is expected that the new building will be completed before the close of the year. A chair of English biblical study is to be endowed. A new gymnasium has been fitted up at some expense. Washington University, St. Louis. — The current catalogue of Washington University gives a brief historical summary of the institution, from which the following particulars are derived: Washington University, founded in the city of St. Louis, under an act of incorpora¬ tion by the State of Missouri approved February 22, 1853, is intended to embrace the whole range of university studies, except theology, and to afford opportunity of complete preparation for every sphere of practical and scientific life. By the eighth article of the Constitution ,;no instruction, either sectarian in religion or partisan in jmlitics, shall be allowed in any department of the university, and no sec¬ tarian or partisan test shall be used in the election of professors, teachers, or other offi¬ cers of the university for any purpose whatsoever. This article shall be understood as the fundamental condition on which all endowments of whatsoever kind are received.” The Constitution also declares the articles now quoted “not subject to alteration at any time ; ’ ’ but to guard against all encroachments in this important particular, the directors have obtained from the General Assembly an amendment to the charter, by which said article is incorporated in the same, and thereby placed beyond the power of any future board of directors. In March, 1871, the university received from the Hen. Hudson E. Bridge a gift of one hundred thousand dollars for the endowment of the chancellorship and for a library fund, fifteen thousand dollars toward the erection of a building for the polytechnic school, and fifteen thousand dollars for providing it with furniture and apparatus. In recognition of this liberality the board of directors voted that the office of chancellor should receive the title of “The Bridge Chancellorship.” The courses of study in the college are two in number, and lead, respectively, at the satisfactory completion of four years’ work to the following degrees, viz: (1) bachelor of arts; (2) bachelor of philosophy. The courses of study in the polytechnic school are four in number, viz: (1) A course in civil engineering. (2) A course in dynamic engineering. (3) A course in chemistry. (4) A course in mining and metallurgy. The splendid equipment of the polytechnic school as regards instructors and material appliances and the standards and general conduct of studies have gained for it the highest distinction both in our own and in foreign countries. Beside the college of arts and the polytechnic school the university includes the Henry Shaw School of Botany, established June 8, 1885, the St. Louis School of Fine Arts, and a law school dating from 1866. - St. Louis University. St. Louis. — The catalogue calls attention to the new building be¬ gun in May, 1836, and now nearly completed. It is a noble structure, and will prove an important factor in the development of the university. NEBRASKA. The report of the Nebraska. Central College of the Nebraska Wesleyan University, Central City, gives the following account of recent changes in the work: “In 1886, by the action of the conferences of the Methodist Episcopal Church of Nebraska, a commission was 662 EDUCATION REPORT, 1887-88. appointed for the purpose of unifying the educational work. As the result of earnest consideration, it was decided to unite the entire Methodism of the State on one central university, and make the existing colleges departments of the same. A friendly contest for the university was entered into by Omaha, Lincoln, York, Central City, and Bartley. It was decided in favor of Lincoln, which action was made unanimous. “ This, plan meets the approval of the best men in the church, including a majority of the bishops. “ Thus Nebraska Central College takes its place as a part of a great system of educa¬ tion in this State, with a purpose to be second to none in the character of the work done. ‘ ' The board of university trustees have established the normal department of the Nebraska Wesleyan University in Nebraska Central College. The normal course will there lore be omitted in the university prospectus and made a specialty at Central City, making this department of Nebraska Central College the State Normal School of the Metho¬ dist Episcopal Church in Nebraska. ‘ ‘ 1 he trustees have determined to secure donations to the amount of fifty thousand dollars for the purpose of paying off all debt, making needed improvements, and laying the foundation for a permanent endowment. Upward of thirteen thousand dollars of this amount have already been subscribed.” NEW HAMPSHIRE. The report of Dartmouth College , Hanover , shows a continuance of all the conditions that have given it prestige in the past. During the year the trustees have had under consideration a proposition from a lumber company to lease to said company a large tract of land in the northern part of the State which belongs to the college, and for which the company has offered for the lumber only one hundred and fifty thousand dollars. This would make a noble addition to the collegiate endowment. NEW JERSEY. In February, 1888, the trustees of Princeton College accepted the resignation of President McCosh, and Dr. Francis Laiidey Patton, D. D., LL. D., was unanimously chosen as his successor. At the special request of the committee on the presidency Dr. McCosh con¬ sented to remain at the head of the college until the commencement in June, by which arrangement the Senior class were able to realize their desire of having his signature upon their diplomas. It was also provided that Dr. McCosh should remain at the head of the school of philosophy, which he has successfully organized, and should receive an honor¬ arium of two thousand five hundred dollars a year in recognition of his valuable services. In his address at the opening of the fall term for the present year Dr. McCosh stated that during his nineteen years’ connection with the college the number of students had increased 1’rOm two hundred and sixty-four to nearly six hundred, and the teaching force from sixteen or seventeen to forty professors and tutors. “ The standard of ad¬ mission,” he said, “is more rigid, yet in advancing it we have been careful to exclude none who are worthy but have had few advantages. 7 ’ He expressed the opinion that ‘ ‘ the best American colleges have almost reached the apex of their high standards of ad¬ mission. Princeton in the future will strive not so much to raise the standard before en¬ trance as to attain higher planes of knowledge alter a student is fully initiated into the intricacies of a college course.” “ We have added,” he continued, “new courses from time to time, as they have permanently proved their usefulness and established them¬ selves in the minds of thinking people. New fields have been opened in science, litera¬ ture, philosophy, and art, and to keep abreast of the times we have enlarged these de¬ partments to such an extent that in the variety of subjects offered and the thoroughness of the teaching we are excelled by the German universities alone. And they surpass us only by virtue of minuteness of detail and attention given to specialties.” Prior to his resignation Dr. McCosh submitted a report to the board of trustees ad¬ vising that the name of the institution be changed to Princeton University. This change would be in the line of the developments which are rapidly taking place in the college. A number of new fellowships were created in 1887, and the trustees have approved the plan for a new art school, and set aside a site for it and for a proposed biological laboratory. Dr. Patton, who succeeds Dr. McCosh, occupied for several years the chair of “ Rela¬ tions of philosophy and science to the Christian religion,” in ' Princeton Theological Seminary, and a few years ago accepted also the “chair of ethics ” in the college. Rutgers College , New Brunswick, comprises a classical department and a scientific school, which last is, by act' of the Legislature, constituted the State College for the promotion, of Agriculture and the Mechanic Arts. In his return to this Office lor the current year President Gates says: “Certain regu¬ lar sources of income to the college can not be classed as ‘ productive funds, ’ because not owned in fact by the college, while yet they have all the certainty and regularity of COLLEGES OF LIBERAL ARTS. C63 income from invested funds. The State holds in trust for the college +110,000. and in¬ come from regular sources as w ell as from invested fund.- apart from the temporary gift of $7,000 a year for live years) represents an investment of about seven hundred thou¬ sand dollars. Thi l does not include, of cdtti itch bill ' appropriation Of $15, 000 per annum. In addition to this friends of the college have pledged $7,000 a year for live years towards its ‘running expenses.' ” The session of 1887-88 marks the one hundred and nineteenth year of the college and the sixth of President Gates’ administration. NEW YORK. The University of the State of New York comprises, according to the latest report of that body, thirty-eight colleges, universities, and professional schools. Of this number seven¬ teen would properly be included in Table 49, or represented therein by a department. All of these have reported to this Office for the current year. The relation to the university stimulates the work of the colleges in various ways. It secures an interchange of opinions on the part of college officers and professors as to methods of instruction and discipline, material appliances, and other conditions of ex¬ cellence, and excites them to a generous rivalry in the endeavor to secure that public recognition upon which the institutions depend for patronage and endowment. The university examinations of secondary schools assist materially in keeping up the standard of the Freshman classes and in bringing about uniformity in admission require¬ ments in the colleges of the State. The reports received at this Office for the current year show vigorous and successful activity on the part of the colleges of the State. These indications are found chiefly in particulars included in the statistical record. The following additional particulars have been supplied by letter or printed report: In his report for the current year, Dr. Charles Kendall Adams, the president of Cornell University , notes the following among many interesting particulars relating to the prog¬ ress and work of the university: From a comparison of the statistics of the past four years it appears that the attend¬ ance has risen from four hundred and sixty-one to one thousand and twenty-two. while the number of scholarships has increased from one hundred and eighty ro three hundred and twenty-seven. In othei words, the rate of increase in the number of prying students has been more rapid than that of non-paying. The rate of increase for women students has been a little above tbe rate for men. Efforts have been made within the last two years to regulate a little more carefully than heretofore the method by which students are admitted from approved secondary schools. After careful examination of tbe record of students in successive Freshman classes the faeulty have determined not to admit candidates upon the regents’ pass- eards unless the applicants held also the diploma indicating that the studies Of the preparatory school have been completed. Notwithstanding the building operations of the last two years, serious difficulty is felt in the effort to accommodate the great number of students. The departments of chem¬ istry and physics have been so much crowded that much of the instruction has bad to be duplicated the past year. The rapidly increasing attendance also creates a demand for an increase in the teaching force. In discussing this necessity President Adams pre¬ sents the following important considerations as to the relative strain of different kinds of instruction upon the teachers’ energies. " If too many hours of class-room work are demanded of the teacher his energies become relaxed and the quality of h:s instruction is thereby impaired. If, on the other hand, he is employed for a fewer number of hours than he can practically give without depleting his energies and thus injuring the qual¬ ity of his instruction, the system imposes a needless drain upon the treasury of the uni¬ versity. The effort, therefore, should be to secure the golden mean between the two extremes- As to the number of hours a teacher should be employed in the class-room no inflexible rule can be given. There are some kinds of work that are vastly more ex¬ acting than others. An instructor who lectures, who is obliged to prepare the material which is to be presented to his classes from day to day in order to bring it to them with reasonable freshness, and in a manner to produce the strongest and deepest impression, might, even though he were to lecture but three or four times a week, give more real work to the university than another instructor who should spend his time for the most part, either in teaching the elements of a language c*r in griding students in their in¬ vestigations in a laboratory, even though he were to give to the important word, of in¬ struction twenty or even thirty hours a week. This is but another way of saying that in some of the courses and methods of instruction it is necessary that the teacher should do his principal work in his own private study, while in others it is necessary that he should do nearly the whole of it in the presence of his pupils. These considerations 664 EDUCATION REPORT, 1887-88. make it absolutely impossible to lay down any general rule as to the number of hours that instructors should devote to their work. Indeed, I know of no rule that can be applied, except the one that the number of hours should be regulated in each individual instance by the determination to get the largest and best results possible from the teach¬ ing force employed. ” The large increase in the number of students also suggests the advisability of raising the requirements for admission in some of the courses. i The endeavor to provide for the wants of worthy students who can not possibly com¬ plete a four years’ course has led to the arrangement of optional courses with admission requirements below the regular standard. “If,” says the president, “students of this class are qualified to enter the different courses which are taught mainly by lectures, no very considerable addition to our teaching force would be required by their presence ; but large numbers of them enter the courses in French and German, where the class has ito be divided into small sections, and consequently their presence has formed an important ele¬ ment in the necessity of increasing the teaching force in those departments. While it is true that a considerable number of this class of students enter the university every year with a view to making up the deficiencies in their preparatory course, and ultimately acquiring a full standing in the class, it is at least doubtful whether it would not be advantageous, even to the students themselves, if we were to require that they should fully complete their preparation before they are admitted to university classes. “The embarrassment experienced has been further increased by another fact of a similar nature. In some of the courses a knowledge of French and German is required of applicants for admission. In other courses the requirements are of another kind. It is therefore necessary to teach certain of our students the elements of French and Ger¬ man. When, therefore, a student having inadequate knowledge of French or German applies for admission to one of the courses in which those languages are required, a strong pressure has been brought to bear upon the faculty to permit students with such deficiencies to enter the beginning classes in those languages, and thus complete in the university the requirements for admission. This is not an unusual practice in American colleges, but it is a practice which, in my opinion, can only be j ustified by peculiar cir¬ cumstances. If the teaching force is so large and the attendance of students so small as to make additional numbers in the classes desirable, such a method may be advan¬ tageous to the students without imposing any special disadvantage upon the university. But if any such condition ever existed at this institution, it is certain that it exists no longer. The faculty in the course of the past year have had this subject in all of its phases under careful consideration, and have decided, first, that after 1889 no students will be admitted to optional courses, excepting on condition of having passed an ex¬ amination for admission to some one of the courses leading to a degree; and, secondly, that no student having deficiencies at the time of admission will be allowed to make up those deficiencies by entering any classes in the university. While this legislation will tend somewhat to reduce the number of the entering class, it will, on the other hand, tend, by securing students of greater maturity, to improve the grade of scholar¬ ship. It will also remove the cause of a very prevalent complaint that the university has constantly tended to draw away from the preparatory schools a number of students before their work of preparation was completed. That the legislation of the faculty on this subject has been wise, it seems to me will admit of very little question. The uni¬ versity ought not to put its vast material equipment and its other facilities for advanced instruction to doing the work of the preparatory schools. Nor ought it to encourage pupils to leave the preparatory schools before they are fully equipped for entering upon the higher work of the university.” Considering the very elaborate provision made by the university for instruction in the various subjects relating to agriculture, President Adams advises that these be incor¬ porated into a college to be known as the College of Agriculture. The subjects which he would have included are general and experimental agriculture, agricultural chemistry, botany, veterinary science, entomology, and horticulture. The great importance attaching to the study of political economy and finance, and the interest which has been excited in the instruction in these subjects provided by the uni¬ versity during the past forty years, has led to the establishment of a professorship of po¬ litical economy and finance, to which chair Prof. E. Benjamin Andrews, LL. D., has been called. Professor Andrews has occupied the chair of history and political economy at Brown University, where he has achieved marked success. ' A school of law has been opened in the university during the year under review, and also a school of pharmacy. Dr. F. A. P. Barnard, president of Columbia College , New York , in his report for 1887-88, discusses as usual many conditions having an important bearing upon the general pro¬ gress of higher learning. COLLEGES OF LIBERAL ARTS. 6 65 The total attendance in all departments of the college for 1887-88 was the largest hitherto recorded; as compared with the attendance of last year it showed an increase of sixty-one students. The working system. — With reference to a change in the working system President Bar¬ nard observes: “In past years it has been customary to present a Statement of the rela¬ tive scholarship of the students in the School of Arts at the close of each year. This has been founded on the results of a system of marking for the values of scholastic perform¬ ances of the students in the several departments. As much dissatisfaction has been ex¬ pressed by both students and faculty with this artificial method of estimating merit, it has been resolved to try the experiment of discontinuing the numerical marking system, aud in place of it require semi-annual reports from each instructor, of the names only of those who are proficient in each study, and of those who are deficient; in order to pro¬ vide honorable distinction to the most meritorious, each head of department is required to report at the close of the final examination in each year the names of those students, not exceeding three in number, who, in each class, have displayed the greatest excellence in the studies of his department; and any student who is so reported as proficient in all departments is to be reported as an honor man. The names of the honor men are to be recorded in the register of the ensuing year. This plan having been introduced in the course of the current year, the results will not be reported until the close of the final examination, and will be given in succeeding reports hereafter. Thus far the plan seems to be regarded as likely to prove successful.” Latin and Greek electives. — The elective system was adopted by Columbia more than twenty years ago. At present all the studies of the Senior year are elective, while about one-third of the time of the Juniors is appropriated to electives. It follows that certain studies will be elective by both Seniors and Juniors, and others by Seniors only. The following table shows the nroportion of each class choosing Greek and Latin in 1887-88: Seniors. Juniors. Total. Number in olass . 48 44 92 Number eleeting- Oreelr . . 12 4 16 Number electing1 T.atin . 28 20 4S In addition to this elective work, Latin and Greek are each compulsory upon the J unior class for two hours weekly throughout the year. The expansion of the professional and other associated schools is an interesting and significant fact in the recent history of Columbia College. The graduate department, which originated nearly twenty years ago in the system ofprize fellowship established, was formally constituted in 1880. The school of political science, created at the same time, makes provision for the subjects which in foreign universities are included under the ‘ ‘ philosophical faculty. 5 7 These two departments, with the school of library economy, opened in 1887, and the professional schools, ‘ ‘ fall, 7 7 observes Dr. Barnard, “in the province of university instruction, and there is, therefore, in the in¬ evitable drift of things, a tendency to concentrate our energies upon the graduate de¬ partment.77 “This,77 he says further, “has been so distinctly perceived by the trustees that there has been a distinct effort made from time to time to convert Columbia College altogether into a school of post-graduate instruction. About thirty years ago this effort assumed the form of a publicly declared purpose, and after a very elaborate investigation resulted in the constitution of a definite university organization. The time was not ripe, however, for so large a step of progress, and the effort failed to prove a success. Out of it, however, grew the Law School, which, meeting a well-ascertained public want, proved immediately successful and has been permanently maintained. Some years later the School of Mines appealed to a public want similarly ascertained, and was accordingly in like manner successful. The operations of the institution have in recent years extended over so wide a field that the original college has been entirely overshadowed, and a doubt has been raised whether its usefulness has not ceased. A resolution is now pending be¬ fore the board inquiring whether it is not advisable that the whole scheme of education in Columbia College should be raised to a higher plane, and which involves the further question whether it is not advisable to discontinue the department of arts. So long as this question remains under discussion before the governing board, it would not be be¬ coming in the undersigned to pronounce an opinion upon it here. It may be permitted, however, to say in this place, that if the question were merely as to the sufficiency and importance of the work proposed, there could be no doubt that our faculties could find ample and adequate occupation if they were confined to giving instruction exclusively 666 EDUCATION REPORT, 1887-88. to graduate students. On the other hand, such has been the excessive multiplication of undergraduate colleges in our country in recent years that the business of those colleges is greatly overdone, and it would certainly be a material benefit to the educational in¬ terests of our country if a large proportion of the existing colleges could be suppressed. -x- * -x- >^ew York City has about a million and a half of inhabitants. It should be capable of furnishing, therefore, at the ratio of 1 to 2,500, six hundred undergradu¬ ate students in arts. This is not a number greater than could be comfortably provided for in a single college. Nevertheless we have three, not counting the minor colleges under the care of the fathers of the Roman Catholic Church. It would not be, there¬ fore, educationally a misfortune if Columbia College should cease to exist as a school for undergraduate students. The city would still be fully supplied with educational advantages, while there could be no doubt that this institution could be more profitably employed by confining itself to the field of superior education. Whatever be the policy pursued in this matter, nevertheless it is the unavoidable tendeiicy of things to press upon Columbia College more and more constantly from year to year the duty of provid¬ ing for the wants of the superior class of students, that is to say, the business of proper university instruction. The location of the institution in the greatest city of the con¬ tinent is peculiarly favorable to such an undertaking, and, though the college is not pos¬ sessed of funds sufficient to enable it to carry out this complete design, it is hardly to be doubted that provision may, sooner or later, become sufficient to accomplish this object. ” The success of the School of Library Economy is evidenced by the fact that the appli¬ cations for admission were so numerous as to call for the exercise of considerable severity in the selection. Though the students had been promised only three months’ tuition, at their unani¬ mous request the time was extended to four months. The value of the instruction to the students may be judged hr the fact that before the close of the brief session of the school last year every student attending was already under solicitation for appointment to some place worth accepting as a librarian or assistant librarian in some desirable local¬ ity in the country. The advantage of the increased accommodations of the School of Medicine was seen in the greatly increased attendance, which exceeded that of 1886-87 by two hundred and three. The School of Law has been marked during the pant year by an apparent recovery from the temporary depression which had followed the adoption of the rigorous rules in regard to admission to the bar imposed by the judges of the court of appeals, and the attendance has once more nearly reached the extraordinary totals of the years 1875 and 1876. The scheme of extending the course of instruction to a longer period, which has been so long under consideration, although not yet definitely decided on, has been the sub¬ ject of careful consider don by a select committee, and will probably be effected and carried into operation during the ensuing session. The remaining associated schools have maintained their usual efficient operations throughout the year. In addition to the summer classes in surveying, mechanical engi¬ neering, and practical geodesy, connected With the school of mines, a summer class in chemistry was held for the first time in the session of 1887. Dr. Robert B. Fairbairn, president of St. Stephen’s College, Annandale, writes in his return to this Office that “the college was begun and founded under the auspices of the Episcopal Church, in the diocese of New York* for the classical training of young men intending to enter the ministry.” It is entirely classical, no theology being taught. The charge for board, washing, fuel, lights, and partly furnished rooms is $225 per year. The income from this source maintains the current expenses of the college. There is no other charge. The salaries of instructors are furnished by the trustees. Dr. D. H. Cochrand, president of the Brooklyn Collegiate and Polytechnic Institute, calls attention to the fact that the greater part of the students leave at the end of the third year, receiving a diploma for which only one modern language is required. To obtain the degree of B. A. or B. S. requires at least five years in the college department. In the degree courses two languages are included. “The greater part of our students leave at the end of the third year in collegiate de¬ partment, receiving our diploma, for which only one modern language is required. To include both languages, French and German, it will require at least five years in colle¬ giate department to get degree of B. A. or B. S. The work in modern languages extends through five years, — three years daily recitations, two years every other day. “The test required for graduation is to put a page of ordinary journalism, not simple narrative, into good French and Gorman at sight, and to speak the languages fluently and correctly. ’ ’ Nelson F. Robinson, secretary of the St. Lawrence University, Canton, states that two years ago four hundred and fifty persons subscribed §51,088 for the endowment of the 667 COLLEGES OF LIBERAL ARTS. college. About twenty-six thousand dollars have been subscribed by various benefactors upon a second fifty thousand dollars endowment fund on condition that the whole sum projected is raised. At the twenty-ninth annual commencement, held June 27, 1 - y President Gaines resigned the presidency after seventeen years of service; Rev. Aim on Gunnison, 1). D., pastor of All Souls Church, Brooklyn, was elected his succ* . S3. V •- | c n i — i u Jj o l s. In O 'Z Number of Scholar¬ ships. ?L- a a a, v 2 S c 5 in Colle- jartment. f-i o & Number in Pre¬ paratory Depart¬ ment. Number in Collegiate Depart¬ ment. Number of Resi¬ dent Gradu¬ ates. Total Number. 2 3 ■s a ! u 1) j 0~ — 1 ^ £> 3 £ 6 6 6 a V j c2 0 9 1 IS ! c, u w n o u o Si c s sr cS 6 g jg a a i) V lT° O H V fa § <0 fa C5 s S fa cS § 1 a £ £ St Sq 6 6 7 8 9 10 ii 13 23 14 15 16 17 IS 19 30 *i 22 1 5 6 20 0 0 o 0 1 f 157 j r o . i — It. C . 2 14 16 u 0 91 0 j o 1 0 | 105 | 0 12 Baalist . 8 y 157 225 V N' oil-sect.... o IS IS 0 0 216 0 . 1 1 0 1 217 j 35 0 0 0 0 Presb . 4 1 J 40 7 1 0 o 2 4 4 n Y. a. il 0 1 n. •; . 5 mm (141 (1721 4 M.E . 1 4 5 116 63 9 68 1 p E . 6 35 1 0 30 | o 125 j 65 | 0 Non-sect.... ulOO 244 50 4 251 54 36 0 o 0 Christian.... 9 1 is 1 ^2 i 28 22 46 44 4 0 o o o R. C . 6 4 1 10 20.2 0 12 1 n 214 i 0 M. E . 11 1 14 ! n 271 mm 0 0 (1571 ME . 14 1 V— 43 1 30 8j ! 4 1 . 5.1 34 0 0 0 ! o 0 R. C . rj f 12 19 480 i o 9nfl 1 n 0 0 730 j 0 | 7 M E 5 ! ii 16 ('2. 35) (IRSl o 0 (42J 3) 26 R C . 3 19 22 33 0 178 o 6 0 217 0 j 18 1 . me So.... 1 " 9 04 28 ■ 71 31 10 0 1 0 j 0 0 U. Ii . 6 9 33 23 14 12 1 3 48 1 38 4 Christian.... 7 2 3 37 62 5 Non-sect. ... 8 41 30 15 16 2 0 58 I 66 4 0 o ! o ! 0 Non-sect. ... j 26 11 (3: L) . : 1 (3 1) I 0 0 0 ! « 0 Prasb 4 31 0 12 o l 26 43 11 5 0 1 . i . 1 M. E . 32 14 6 215 128 . P.E . 0 12 12 0 0 112 0 1 0 113 0 30 5 1 „ i . ! 50 NT E o 19 19 o o 174 13 o 1 176 14 70 10 Non-sect.... 0 44 44 i 0 0 614 0 69 0 683 0 134 13 3 | . Presb . 8 j i 3 6 9 8 12 14 2 1 0 1 0 i o 1 Non-sect.... 8 2! 11 16 11 0 0 50 4S 0 ! 0 ! o j 0 1 0 Non-sect.... 6 14 20 | 95 83 39 17 2 0 136 100 3 0 o 0 0 Non-sect 19 ! 85 o 113 7 1 0 0 198 1 7 12 61 8 R C g 18 °5 j no o 1 82 o t 192 ! o ! is R. C . 2 5 "rj ! so o 55 0 0 0 j 95 ! o 1 0 ! 0 1 0 1 0 8 Non-sect g 7 14 i 46 o 2S 1 258 j 59 i 9 . Non-sect 11 5 o i o 0 | 45 6 5 a Includes instructors in professional schools, & Partially. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Z1 22 23 24 25 26 27 28 29 30 31 32 33 34 85 680 EDUCATION REPORT, 1887-88. Table 49. — Statistics of Colleges of 36 37 38 3«J 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 Location. Name. President. Date of Charter. Year of First Opening. 1 2 3 4 5 FLORIDA. Rev. E. P. Hooker, D. D . 1885 1885 GEORGIA. T. TT Charbonnier A M . 1785 1891 Rev. Horace Bumstead, d. d . 1867 1S69 Rev. E. O. Thayer, a. m . 3879 1869 Rev. F. H. M. Henderson, d. d. ... 1857 1856 Rev W A C?andler} T>, T> . 1836 1837 ILLINOIS. Rev. J. R. Jaques, A. 31., d. d., 1875 1S55 PH. D. W. H. Wilder . 1853 1853 sity. Rev. M. J. Marsile, c. s. v . 1874 1865 flarthap« . Rev K F Bartholomew a m 1870 1869 Chicago . St. Tgnatins College . Rev Edward A Higgins, s. J 1870 1869 Eureka . Eureka College . Carl Johann, A. M . 1855 1849 Evanston . North-western University.. Rev. Joseph Cummings, D. D., 1851 1855 LL.D. Ewing . Ewing College . Rev. John Washburn, A. 3i., D. D 1874 1867 Fulton . Northern Illinois College... A. M. Hansen, a. m., ph. d . I 1867 Galena . German-English Coliege ... Rev. Fr. Sehaub, a . isr . 1881 1868 Galesburg- . Knox College . Hon. Newton Bateman, A. m., 1837 1841 LL.D. Galesburg . T.omhard University . Rev Neliemiah WRite, ph.d . 1851 1852 Jacksonville . Illinois College . Edward A. Tanner, D. D . 1S35 1829 Lake Forest . Lake Forest University . Wm. C. Roberts, D d.,ll.d . 1856 1876 Lebanon . McKendree College . Rev. I. Villars, d. d . 1834 1823 Lincoln . Lincoln Universitv . Albert McGinnis, senior pro¬ 1865 1865 fessor. Monmouth . Monmouth College . J. B. McMichael, d. d . 1857 1856 Naperville . North-western College... Bishop Thomas Bowman . 1865 1862 Quincy . Chaddock College . M. D. Hornbeck, a. m., s. t. b . 1878 1878 Quincy . St. Francis Solanus College Rev. P. Anselmus Mueller, o. 1873 1860 Rock Island . Augustana College . Rev. T. N. Hasselquist, D. D . 1865 1860 Teutopolis . St. Joseph’s Diocesan Col¬ Rev. P. Michael Richardt,o. s. F. 1881 1862 lege. Upper Alton . Shurtleff College . Rev. A. A. Kendrick, b. D...A . 1835 3827 Westfield . W'estfield College . Rev. I. L. Kephart, d. d., f. s. sc.. 1865 1865 ^Wheaton . "Wheaton College . Charles A. Blanchard . 1861 1855 INDIANA. Bloomington . Indiana University . David S. Jordan, m.d.,ph.d., 1820 1824 LL.D. Crawfordsville . Wabash College . Rev. Joseph F. Tuttle, D. d., 1834 1833 LL. D. Fort Wavne . Concordia. Colleo-e . Andrew Baepler, director . 1850 1839 Franklin . 1 Franklin College . Rev. William T. Stott, d. d . 1814 1837 Greencastle . De Pauw University . Rev. Alexander Martin, D. D., 1837 1 lt>37 LL.D. Hanover . ' Hanover College . Rev. D. W. Fisher, d. d. , ll. d _ 1832 1828 Hartsville . Hartsville College . Rev. C. H. Kiracofe, A. M . 1S51 1852 Irvington . 1 S Butler TTniversitv . B. M. Blount, A. i.i . 3850 1855 Merom . ! ; Union Christian College . Rev. L. J. Aldrich, a. m., b. d . 1859 1861 Moore’s Hill . Moore’s Hill College . G. P. Jenkins, A. m., d. d . 1854 1854 Noire Dame . 1 University of Notre Dame Very Rev. Thomas E. Walsh, 1844 [ 1S45 Richmond . Earlham Collefre . c. s. c. Joseph J. Mills, A. M . 1 1859 j 1859 Ridgeville . Bid o-evi He College Rev. E. 0. Dickinson, A. 31 . | 1867 St. Meinrad . . ;St. Meinrad’s College . Rev. P. Bede Maler, o. s. b., | 1867 1S57 | librarian. 1 a Includes 110 .students in music and 465 non-residents and post-graduates. STATISTICS OF COLLEGES OF LIBERAL ARTS. G81 Liberal Arts for 1887-88. — Paet I — Continued. c Professors and Instructors. Students. E - §? i 6 1 15 i X i Number ofi cS C Z z_i j6 ^ 8 1 g Number in Pre¬ paratory Depart¬ ment. Number in Collepriate Depart¬ ment. Number of Resi¬ dent Gradu¬ ates. Total l Number. «! if” S r. 2 S 2? f" "t. « 1 >> tc ! "7 Scholar- 1 ships. | 5 n Z 2. Si a >> © S5 * £ 0 6 S | g £ 6 a 6 1 r© A s © s s | ® j 5 O O u © 6 1 a x 1 - 1 © 6 7 8 9 10 11 12 13 14 15 16 ir IS 19 20 21 22 10 32 5 0 2 0 0 (6t 195 j) 0 ' o 0 ; 0 0 13 195 0 0 45 1 j 17 °7 1 24 0 o 0 242 i 276 ' 0 o 0 7 M E . 22 (2 19 10) l 6 0 o o 205 | 175 1 3 o 0 0 0 I Non-sect. M P So 2 2 2 g 4 11 27 174 30 2 o o 111 j 241 52 i 0 6 33 1 0 j • 1 o ; o ! •\r p 3 °0 o 1 66 M.E . 19 (1 lt>7 IS) o 94 83 28 a(8251 1 0 o j ■r r, o o 0 1 1 190 0 i 1 . ! Lutheran.... T? P 3 .... 33 or 20 10 o 6 59 237 102 1 31 j . 8 ! 16 18 173 0 , 64 0 1 o 0 | 8 j 17 Christian 10 1 70 10 1 51 49 0 ! 59 i M.E 13 15 28 54) ! 146 90 0 0 (760, 1 49 3 ! 3 i 367 Baptist. 4 j ' i 35 12 35 11 70 23 1 6 Non-sect 8 n 29 II . 73 22 ' 0 0 0 0 1 M E (42) 2 0 o i 0 79 20 ; 1 i 0 i 0 0 j 0 Non-sect . 1 10 ! 9 19 13 ! \ 103 i 34 63 30 I 131 i 26 55 24 234 123 41 60 170 118 57 6 15 31 '? 11 Non-sect . 19 13 10 | 32 i 101 i 0 i on 69 45 0 0 6 ; o 4 0 119 ( i i M.E . 6 (681 12 ; 11 1 0 ! 0 5S 62 13 1 0 o 0 0 Cum.Pres... XJn Prcsb 4 1 39 • 28 ; 53 65 1 22 24 ! 84 ; 53 69 10 ! 56 i 20 10 o 63 3S 1 14 10 11 12 ! 16 82 119 41 166 109 85 I 45 Et. Ass’n...1 M E 172 | 1 . 79 67 i 1 Tf n 154 0 i 4 Lutheran.... ; 66 | 20 I 72 | 1 3 0 148 37 1 15 1 . R.C . Baptist, ; 2 4 9 § H ! L2 i 5? | 26 49 SR 0 83 ; 139 ! 21 ! 50 0 11 . 1 Q 10 : o 175 104 0 66 i 6 ; io 22 TT R : i on 0 ; 0 101 69 1 i i Non-sect . * o 1 12 n 33 i (591 0 1 0 (2231 1 9 | 53 0 j o 2 Non-sect.... 3 27 ; 30 70 55 200 6S 4 1 274 124 45 0 0 0 20 Presb . 2 10 12 ! 98 i o 139 ‘ 210 0 5 0 242 0 21 5 ! 23 38 Lutheran o 0 I 0 210 0 1 0 Rapt/ist, 10 67 57 43 36 110 113 16 1 i o j . M.E . 15 17 j 43 200 125 (2311 (101 1 471 298 73 0 0 Presb . 11 8 40 30 ; 20 23 60 14 i is 0 j 2 ! 100 40 14 XJ. B . 4 4 1 44 30 6 ! 1 30 Christian... Christian... M E 1 4 8 6 I 9 10 6 43 ! 17 67 90 2 0 j 117 1 101 ! 39 46 17 4 2 ! 0 0 ! 23 291 : 21 41 ! 19 1 64 40 6 R. C . 20 1 20 40 , 0 175 0 1 . ! 551 0 41 0 o 0 0 Friends . ... 13 j 43 i 32 58 1 53 106 85 15 0 0 i 0 0 F. W. Bapt.! i? o 4 46 3S 1 47 38 33 . | . 8 55 1 j 0 1 71 0 I i 1 . 1 1 i 1 l . 1 t i l l I * 1 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 63 69 70 71 74 75 76 79 vt b Partially. 682 EDUCATION REPORT, 1887-88. Table 49. — Statistics of Colleges of Location, Name. President. Date of Charter. Year of First Opening. 1 2 3 4 5 IOWA. 81 Rev. T. J. Kennedy, D. D . . 1853 j 1857 82 Rev C. H. Sevmour, s. t. n . 1859 i 1859 83 Rev T.nnr Larsen . 1S65 ! 1861 84 Geo. T. Carpenter, A. ii., r. A. sc.. 18S1 i 1881 85 Rev. J. P. Stephenson, a. ii . 1865 | 1865 Verv Rev. R. Ryan . . . 1873 S7 Fairfield . Rpv T R Ewing, r> r> . 1S75 1875 88 Rev. J. W. Bissell, a. m., d. d . 1 1860 ! 1857 89 George A. Gates . 1S47 ' 1848 90 J. A. Ritchey, ph. d . 1856 1859 91 Rev. William E. Hamilton, A.ar.j 1867 1867 92 Iowa City . State University of Iowa.... Charles A. Schaefier, a. m..ph. d1 1847 1860 93 Rev. John Schlagenhauf, a.m... 1873 1873 94 Rev. Wm. F. King, D. D., LL. D.... 1857 1853 95 J. A. Beattie m.s . 7. . 1861 1862 96 Oskaloosa . Penn College . Benjamin Trueblood, ll. d . 1873 1873 97 Pella . Central University of Iowa.. Rev 1. A Dunn, n t> . 1853 1853 98 Tabor . Tabor College . Rev. William 31. Brooks. A. M . 1S66 1857 99 Toledo . . . Western College . Rev.W. M. Beardshear, a.m., d.d 1856 KANSAS. 1855 j 100 Atchison . St. Benedict’s College . Rt. Rev. Innocent Wolf, o. s. b ... 1859 j 1859 101 Raid win . Baker University . Rev. Hillary A. Gobin, A. m., d. dI 1858 ! 1858 102 Emporia . College of Emporia . Rev. John F. Hendy, d. d . 1 1S82 1883 103 Highland . Highland University Rev. Duncan Brown, d. d . i 1S3S 1858 104 TTolton . Campbell TTniversitv . E. J. Eoenshel . i | 1881 1882 105 Lawrence . University of Kansas . Joshua A. Lippincott, d. d., ll. d i 1861 1866 106 1 Lecomnton. . T,ane University * . J. A. W eller, a.m . 1862 1S62 107 Ottawa . Ottawa University . 31. L. Ward, i. m . i860 1S65 108 St. llarv’a . St. Marv’s College . Rev. Henrv J. Votel, s. J . 1869 1870 109 Kansas Wesleyan Univer- 1 Rev.Aaron Schuyler, a.m. ,ll.i< 1S85 1886 sity. 110 Sterling . | Cooper Memorial College... A. N. Porter, a. b., acting pres¬ 1886 1887 ident. 111 Topeka . I Washburn College . Peter McVicar, A. M., d. d . i 1S65 1865 112 Wichita . ! Garfield University . H. W. Everest, a. ji., ll. d., 1886 1887 chancellor. KENTUCKY. 113 Rev. E. H. Fairchild........ . . 1865 1S58 114 Rowling Crrf^fvn Oo-den College Wm. A. Obenchain, A. H . 1877 1877 115 Danville. ... | Centre College . Ormond Beatty, ll. d . j 1824 ; 1821 116 Eminence . Eminence College . W. S. Giltner. M. A . ' 1853 1857 117 Georgetown . Georgetown College . Rev. R. 31. Dudley, D. D . 1S29 1830 I 118 ! TToplcins'cille South Kentucky College... Kentucky University _ James E. Scobey, A.M . ; 1849 18S1 [ 119 i Lexington . Charles Louis Loos . | , 1858 1859 j 120 i ilillersbnrg Kentucky Wesleyan Col- D. W. Batson, a.m . . 1S60 1866 j 121 \f n nrn.y , lege- i Murrav Male and Female G A. Burr . i 1869 i 1871 ! j Institute and WestKen- | tucky Normal School. 122 North Middletown. ; Kentucky Classical and | S. W. Pearcy, A. at . . ’ 1878 ] | 1877 ! Business College. j 123 1 Richmond . . . I Central University . ! L. H. Blanton, d. d., chancellor.. 1873 ! ! 1874 124 Russellville . 1 Bethel College . ! Rev. W. S. Ryland, a. m., ph. D.... 1856 18-54 125 St; l\r$\TYT’s ‘ St. Mary’s College . 1 Uev David Fennessy, c.e . j 1837 1S21 1 LOUISIANA. 126 Baton Rouge . Louisiana State Univer- Col. J. W. Nicholson, acting 1877 1 1877 i 1 sity and Agricultural president. ! j and Mechanical College. 1 1 * Statistics of 1886-87. STATISTICS OF COLLEGES OF LIBERAL ARTS. 683 Libet'al Arts/or 1887-88. — Part I — Continued. i c 3 c o X i * Professors and Instructors. Students. © u ■So? Ill 3 = hi 7, 0 - hO la e 6 • ^ » L i- j 3 Number of Fellowships. Number of Scholar¬ ships. p 2 u & I® o ~ o . V £ Number in Pre¬ paratory Depart¬ ment. Number in Collegiate Depart¬ ment. Number , of Resi- | dent Gradu¬ ates. Total | Number. © s Female. | ,2 'S Female. • 0 'd s Female. ! 6 S ©‘ 3 35 u 0 6 8 9 iO ii 12 13 14 ! 15 16 17 IS 19 20 21 1 23 10 85 62 32 23 I 117 85 1 5 p E . 15 8 23 36 100 29 10 . 2 1 0 I 69 110 I 5 1 2 1 0 43 0 ! 118 0 14 30 49 89 35 26 ! 137 1S6 7 3 0 0 1 ! 0 8 33 24 7 40 29 : 3 1 . 1 R.C . 2 9 21 0 52 0 0 1 0 73 0 ; 0 0 0 j 0 1 Presb . . 9 55 39 62 29 ! 0 1 0 117 68 I . 5” 1 0 0 10 AI E 6 10 16 173 98 47 17 1 3 221 118 1 5 2 1 ! 15 98 67 114 102 212 169 | 14 ; 6 j 0 0 : 35 6 29 97 44 54 ! 73 81 1 14 i 0 0 0 1 1 : M. E . 4 8 12* 54 27 50 33 I 104 60 1 15 | 2 ; Non-sect . 0 23 23 0 0 168 81 , 6 5 174 ! 86 I 38 ! 0 ...... 0 0 AT F. 3 2 62 20 11 2 ■ 0 0 73 j 22 i 0 M. E . 13 lo 23 152 120 104 45 0 2 307 229 1 52 4 ; 0 0 I ! ioo | 9 64 12 1 1 59 2 Friends 1 6 3 3 33 34 i 35 i 70 73 I 12 Rn.pt.ist . ’ 3 6 : 9 55 51 12 ! 11 j 67 I 62 1 Cong . 2 9 ! 67 71 24 28 103 i 130 U. B . 4 9 i 13 60 51 0 ! 45 1 23 i 105 j 74 19 j 0 1 4 p n 5 14 \ 19 21 102 ! 0 | 0 0 123 0 “ ! AT F, 13 125 87 1 76 i 38 202 125 10 | . ...j g 20 23 : 10 i 6 : 30 29 Presb . : 11 35 38 ' 9 ; 9 j 44 . 47 2 j 1 0 0 0 Non-sect . j 15 no 90 9 ! 11 . i 119 : 101 ' 0 0 0 0 Non-sect . 1 26 110 62 j 119 j 50 1 8 5 j 237 1 117 | 35 0 : 0 0 0 B B 8 120 Is ! 120 ! 85 1 1 8 94 35 j 16 j 6 : 110 j 41 2 : R.C . 1 | 15 16 30 0 i 246 „ 1 0 3 0 279 i 0 6 0 0 1 c 0 ; A T F. 2 ! 7 9 78 46 i 3 2 1 j 81 ( 48 United P...j 1 1 ! S 4 17 14 1 90 J ; 17 j 14 14 107 . 32 12 i 3 1 1 142 ! 103 a! Christian... 9 70 j 41 i 26 | I 16 : 0 ! ! 0 544 191 j 4 0 ‘ 0 0 0 "Non-sect- 18 201 S 150 i J 1 n! ! • 1 216 I ! 161 2 Non-sect .... 4 ! 1 40 \ 0 i i 38 1 1 0 i 0 0 ! 78 0 6 i’ i > 0 0 0 Presb . 2 7 S 1 . ! 195 0 20 1 ! 0 : ; 0 20 Christi? n 10 15 30 j 40 60 1 55 90 ! 5 Rq ct. 2 6 Q 91 0 1 121 0 : 142 0 1 12 ’ Da p i low . Christian.... 1 ! 8 9 u 12 41 i 51 1 1 1 52 64 j 1 2 0 0 ; 0 0 Christian.... 9 i 7 9 46 0 1 113 0 0 0 159 1 ; 0 12 1 0 0 0 ( M E So 4 117 j 0 j 9 Non-sect .... ! 2 j 2 ! 4 25 35 j 20 30 35 ! « 80 ! 1 105 0 0 0 0 2 Q 11 H 17 13 0 : 33 ; 110 44 0 50 I 57 8 Christian.... PrPQh *7 60 ! 3 i 0 175 i 0 1 1 3 30 Baptist . ' 1 5 6 34 ! 0 1 128 ! 0 ; 0 0 !62 1 0 i X5 ; s rt n 10 10 60 0 ! 60 0 4 I 0 0 0 P ! Non-sect .... 0 i 11 , 11 1 0 ! 0 j 88 j 0 ! ° 0 ■ S3 1 1 1° i 7 i 0 i ! 0 I 0 ! ° 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 no 111 112 113 114 115 116 117 118 U9 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 EDUCATION REPORT, 1887-88. Table 49. — Statistics of Colleges of Location. Name. President. Date of Charter. Year of First Opening. 1 2 3 4 5 LOUISIANA— cont’d. Grand Coteau . Rev. John Montillot, s. j . Rev. W. L. C. Hunnicutt, d. d . 1852 1837 Jackson . Centenary College of Louisiana. Keachie College . 1839 1839 Keachie . C. P. Fountain . 1856 1856 New Orleans . College of the immaculate Conception. Very Rev. Theobald W. Bus¬ ier, S. J. Rev. Edward C. Mitchell, D. d... 1856 1847 New Orleans . 1870 1870 New Orleans . New Orleans University.... Rev. L. G. Adkinson, a. m., d. d.. H. A. Hill . 1873 1865 1880 1883 New Orleans . Straight Universitv . Rev. R. C. Hitchcock . 1869 1870 New Orleans . T u 1 a n e University o f Louisiana. Thatcher Institute . Wm. Preston Johnston, ll. d ... Captain George E. Thatcher, M. A. 1834 1834 Shreveport . 1886 1871 MAINE. Brunswick . Bowdoin College . Rev. William DeWitt Hyde, d.d Rev. Oren R. Cheney, r> t> . 1794 1802 Lewiston . Bates College 1863 1863 Water ville . Colby University . Rev. Geo.D.B. Pepper, d.d.,ll,d 1820 1818 MARYLAND. Annapolis . St. John’s College . Thomas Fell, A. M . 1784 1789 Baltimore . Baltimore City College *.... Johns Hopkins University Lovola College . William Elliott, .Tr . 1839 Baltimore . Daniel C. Gilman, A. m., ll. d . 1867 1876 Baltimore . Rev. F. A. Smith, s. J . 1853 1841 Ellicott Citv . Rock Hill College .. Brother Attale . 1865 1857 Ellicott City . St. Charles’s College . Rev. F. L. M. Dumont, s. s., a. m .. 1830 1 1848 Emmitsburg . Mt. St. Marv’s College... Rev. Edward P. Allen, a. m . 1830 1808 New Windsor . New Windsor College and Windsor Female College. W estern Maryland College. Rev. A. M. Jelly, d. d . 1866 1840 Westminster . Rev. T. H. Lewis, A. m., d. d . 1868 1867 MASSACHUSETTS. Amherst . Amherst College.. . . Boston College . Rev. Julius H. Seelye,D.D. ,ll.d.. Robert Fulton, s. J . 1825 1821 Boston . 1863 1864 Boston . Boston University . William F. Warren, s.T. d., ll. d. Charles W. Eliot, ll. d . 1869 1873 Cambridge . Harvard University . . 1650 1638 College Hill . Tufts College . Rev. Elmer H. Capen, D. D . 1852 1855 Williamstown . Williams College . Franklin Carter, ph. d., ll. d . 1793 1793 Worcester . College of the Holy Cross .. Rev. Samuel Cahill, s. j . 1865 1843 MICHIGAN. Adrian . Adrian College . G. B. McElroy, d. d., ph, d., chairman of faculty. Rev. L. R. Fiske, D. D., ll. d . 1859 1859 Albion . Albion College . 1861 1861 Ann Arbor . University of Michigan James B. Angell, ll. d . . 1837 1841 Battle Creek . Battle Creek College . W. W. Prescott, A. M . ! 1874 1S74 Benzonia . Grand Traverse College* ... S. R. Harvev . 1863 Detroit . Rev. John P Frieden,s..T . 1881 1877 Hillsdale . Hillsdale College Hon. George F. Mosher, A. M . 1855 1855 Holland . Hope College . Rev. Charles Scott, d. d . 1866 1866 Kalamazoo . Kalamazoo College . Rev. Monson A. Willcox, D. D ... Rev. Horatio Q. Butterfield, d.d. 1833 1S33 Olivet . Olivet College . 1859 1859 MINNESOTA. Collegeville . St. John's University, .. Alexius Edelbrock, o. s. b . 1857 1857 Hamline . Hamlin rTnivftrsity Rev. Geo. H. Bridgman, D. d . 1854 JS54 Macalester . Macalester College . Rev. T. A. McCurdy, D. d . 1858 1884 * Statistics of 1886-87. STATISTICS OF COLLEGES OF LIBERAL ARTS, 685 Liberal Arts for 1887-83.— Part I— Continued. £ 0 It | Professors and Instructors. Students. O u - .L . II | “i « u | u 0 i 2 S ~~ X o * 3 C * x X ^ • X ^ A t w Z ; Z Numberof ^ j Scholar- i i ships. 1 • ! — >> - u \*~ H c U ■ « S. g s *; j £ jMl : Number in Pre¬ paratory ; Depart¬ ment. : Number in 1 Collegiate ; Depart- ment. Number of Resi¬ dent Gradu¬ ates. , Total Number. ! *3 1 i o 1 2 6 ! 2 1 1 | £ S z 6 1 ^ i X 1 5 6 * S 9 10 11 12 13 14 15 16 17 18 19 20 21 22 R.C . l 1 11 12 18 o 59 0 1 o 89 0 11 0 0 0 0 127 M.E. So . 1 . | 6 . 1 . i 100 . 128 Baptist . „ | . 6 32 42 32 31 ’ 64 73 1 o ' 0 0 0 0 129 R.C . . J 15 143 i 5 | . 130 Baptist . 3 6 ! 9 144 71 1 i ! . 131 M.E . 3 3 13 3 4 7 1 0 i 0 02181 ! 2 I 132 in 167 j 233 | 0 o o 0 0 133 Non-sect . . 1 19 197 215 8 9 1 i 0 206 224 1 8 0 0 0 0 134 . I 40 245 86 59 a 331 1 150 6 89 135 . I , 165 0 ' 136 Cong . 0 14 14 ; 0 0 176 0 i 0 1 0 ■ 176 0 . 43 ‘ 6 . 53 137 F. Baptist .. 1 0 10 10 I 0 ; o 103 34 1 0 0 303 34 41 i 1 j. . 35 138 Baptist . i 0 1 1 : 12 | 12 : 0 ° 99 20 0 i 0 99 20 38 , 2 0 o 70 139 Is on-sect . 4 6 ' 10 69 ! o 67 ! 0 ; 0 i 1 0 138 i 0 20 1 0 0 26 16 140 Non-sect. _ . 14 | 356 1 0 1 . 141 Non-sect . 0 57 , 57 0 1 0 189 . 0 , 231 o 420 o i 61 1 0 20 60 142 R.C . 2 6 - S 1 43 0 67 0 ! 0 ! o I 110 i 1 0 . 7 143 R. C . 100 0 22 0 o ! ; o 122 i 0 J 2 | . 144 R. C . 4 ; 12 16 i 95 0 134 0 i o 0 229 1 0 0 ! 0 R.C . . 20 86 0 61 0 : 10 o 157 . 0 10 i 0 i 0 o ; 0 146 Presb . . ! 12 ! 22 20 25 ! 42 j 51 ; 6 . 147 Meth.Prot. . : 14 j 52 1 ! 17 51 ■ 52 i 103 j 69 ' 5 J 1 25 13 148 Cong . ' 0 23 28 1 o ! 1 0 348 ‘ 0 2 1 o 350 0 127 9 1 1 3 1 1 193 149 R.C . . 13 100 ’ 0 1 292 1 0 i 16 0 0 0 0 150 M.E . 1 0 18 18 j ’ ’ o"i * "o™ (194) fial « m 47 1 . 77 151 Non-sect.... 0 85 85 i 0 o 1,138 : 0 1,138 1 0 287 j 13 17 : 12(> 152 Univ . | 0 1 17 17 o o 92 0 i . 13 1 o j 105 0 53 3 . 1 29 153 Non-sect . 0 23 23 ! o I 0 282 . 0 j 1 j 0 283 0 51 . 8 . | 3 30 151 R.C . ! g o 125 0 : 213 0 1 24 1-55 Meth.Prot. . 13 i 95 50 f 19 i . 156 M.E . 4 * 8 32 114 68 j 1 55 1 39 1 o j 1 1 169 10S 13 ] 5 0 ! 0 0 157 Non-sect . 0 I 50 50 0 0 541 j 188 j 17 1 6 j 558 194 i 130 ! 0 0 0 0 158 7 Day Ad.... . . 16 223 165 ; 0 , 0 0 0 159 Cong . . ■ 5 21 21 ! . 160 R.C . 10 i 6 ] 16 203 ! 0 60 | 0 “T 0 263 o' 13 ! 0 0 0 0 , 161 F.Bapt . . 1 . ! 20 nasi (150) 03981 is : 3 . 2,000 ' 162 Reformed.. , 3 i 7 j io i 89 | 17 36 1 125 ] 18 ■ 13 ; 0 0 0 i 1 163 Baptist . 10 61 I 37 26 18 87 55 ; 5 2 0 0 0 164 Cong, and 55 | 23 60 42 i 0 I 0 138 i 117 | 19 8 0 0 0 i 165 Presb. R.C . . 3 ; 15 18 ' 42 0 151 0 1 0 i 0 193 0 23 ! 0 0 0 0 * 166 M. E . . j ii ! 80 76 24 26 1 115 126 9 1 4 . 167 Presb . . . . 8 5S 3 25 0 "••"I 83 3 0 i 3 . j 1 3 • 163 a Does not include 731 students in Free Drawing School. 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 181 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 Table 49. — Statistics oj Location. Name. President. Minnesota— con¬ tinued. Minneapolis . Minneapolis . Northfield . MISSISSIPPI. Clinton . Holly Springs . Holmes ville . University . MISSOURI. Bolivar . Bowling Green .... Canton . Cape Girardeau.. . Columbia . Edinburg . Fayette . Fulton . Glasgow . Glasgow . La Grange . , Liberty . . . Morrisville . St. Louis . St. Louis . St. Louis . Springfield . Tarkio . Warrenton . MONTANA. Deer Lodge . NEBRASKA. Central City . Crete . Lincoln . Neligh. . Omaha . NEVADA. Reno . NEW HAMPSHIRE. Hanover . Augsburg Seminary . University of Minnesota.. Carleton College . Mississippi College . Rust University . Kavanaugh College......... University of Mississippi South-west Baptist College, Pike County College . Christian University . . St. Vincent’s College . University of the State of Missouri. Grand River College . Central College . Westminster College . Lewis College * . Pritchett School Institute... La Grange College . William Jewell College . Morrisville College . College of the Christian Brothers. St. Louis University . Washington University .... Drury College . Tarkio College . . Central Wesleyan College. College of Montana, . . Nebraska Central College Doane College . . University of Nebraska.. Gates College . Creighton College . State University of Nevada. Dartmouth College. Rev. Georg Sverdrup . Cyrus Northrop, el. d . Rev. James W. Strong, d.d . Rev. W. S. Webb, D. d . Rev. Chas. E. Libby, ph. b . Rev. H. Walter Featherstun . Edward Mayes, ll.d., f.s.sc., chairman of the faculty. Julius M. Leavitt, A. M., ph. d . Ernest W. Dow . Thomas F. Campbell . Rev. P. V. Byrne, C.M . . S. S. Laws, A.M., M.D., EL. D .... Rev. J. T. Williams, A. M., d. d. O. H. P. Corprew, a. m., chair¬ man of the faculty. Rev. William H. Marquess . Rev. M.L. Curl, d.d . J. S. Kendall . J. F. Cook, A. m. , EE. D . James G. Clark, ll.d., chair¬ man of the faculty. Rev. J. B. Ellis . . Rev. Brother Paulian . Rev. Henry Moeller, s. J . M. S. Snow, acting chancellor. Francis T. Ingalls . Rev. J. A. Thompson, A. m . Rev. Herman A. Koch, d.d . Rev. D. J. McMillan, D. D . . Rev. H. A. Crane, A. M . Rev. David B. Perry, A. M . Irving J. Manatt, ph.d., le. d, chancellor. D. J. Baldwin, secretary . Rev. M. P. Dowling, s. j . Le Roy D. Brown, a. m., ph. d Rev. Samuel C. Bartlett, d.d. EE. D. Statistics of 1886-87. STATISTICS OF COLLEGES OF LIBERAL ARTS, 687 Liberal Arts for 1887-88.— Part I — Continued. (3 0 d a s o 2 5 J4 9 Professors and Instructors. Students. - - 1 E *1 X | - X 1 p o - ; 2 k 1 5 1 < 5 r* K ’rr x r s Ho > ! o jS i i o ; Z Number oC Scholar- j ships, j a r 5 V x *7 § * c B Z O Number in Pre¬ paratory Depart¬ ment. Number in Collegiate Depart¬ ment. Number of Resi¬ dent Gradu¬ ates. Total Number. Jf £ d S 6 'S 3 6 1 d s p £ ■f x : g 6 x 8 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 4 46 0 52 0 98 0 0 I o i 1 0 ; 0 ! 169 26 244 91 18 4 315 97 3S ! o 1 0 i 0 | 0 170 Cong . 2 12 19 95 1 101 31 36 0 1 126 138 15 j ...... . 171 Baptist . 2 . 7 130 | 0 100 0 0 0 230 0 7 0 0 ' 0 j 0 | : 172 M E . 9 151 182 o 0 0 0 i 163 182 o 173 M E . i 8 10 1 20 40 60 o 0 ; 50 SO 1 6 . . 174 Non-sect ... 14 35 | 0 156 6 9 0 200 6 i 14 ° 0 4 .75 1 8 1 90 ! 51 ! 6 . 176 Non-sect ' ! 6 29 44 rj 13 i 39 1 61 Christian... 2 6 I 8 4 52 i 7 ! 0 ! 0 0 0 178 B.C . | 3 10 24 0 65 0 0 0 ! 89 i o 1 o 0 i 79 Non-sect ... 18 420 100 {\ .) | 504 | ! 119 47 ! 0 i 0 G J. ISO Baptist . i ! l 4 | 5 39 : ! 55 ! 181 M.E.So . o 6 8 100 | 0 44 ! I o ! l 4 j 145 j 4 6 i *| 1 1 0 2 182 Presb . 1 9 40 0 | o i o ! 0 110 i o 6 j 6 133 M E 8 71 ; 19 2 5 I 73 | 24 , 1 • 10 184 Non-sect 1 20 18 29 28 0 2 49 j 4S 5 o o 0 1S5 Bamist . 8 60 51 . 1S6 Baptist . 8 ; 134 o 7° i 0 ! 0 ! 0 ! 206 i 0 9 187 M E. So J j 9 7 ! ii : 4 j 2 1 94 50 1S8 R. C . 9 ! io ! 25 ,190 0 61 ! 0 1 i | 0 354 1 0 J ; o 0 : o 2 18£ R. C . : ! 1 1 12 13 ; 40 o 275 , 0 ! 0 315 1 0 1 8 . 190 Non-sect . 1 26 i 95 V 95 7 1 19 | 31 191 Cong . 1 2 s . 9 1 11 . I 86 59 ■ 17 I 6 0 i 0 103 65 j 6 j ci2 192 United T*r ! 6 io ii ! 13 4 0 i 0 53 33 193 M.E . 3 1 ' 8 11 , ! 86 40 1 94 i 9 2 1 2 182 51 6 ; 1 j 2 - 194 Presb . ] ! 13 ! ! I 16 i j 14 65 j 64 195 Non-sect..,.. i 6 i 1 7 1 42 13 j I 18 13 ' ! 57 i 40 0 0 | 75 53 ! o I . . 100 196 Cong . 1 12 60 35 qrr j i 11 87 46 4 3 ! o { o 6 ; 197 Non-sect, j i 25 90 50 ; 117 67 5 1 6 i 232 180 ! 21 ; 198 Cong . 2 4 i 6 29 33 1 5 0 1 0 34 i ; 35 i 0 i o j 0 ! 0 2 1 199 R.C . i ! 6 4 10 | 168 j 0 23 0 0 0 ■ 191 ! o 0 1 0 1 ! o 0 0 200 Non-sect . i [ 4 4 39 1 1 37 4 201 Con «r . 0 20 i 20 0 0 | 229 . 0 •>09 | 0 70 11 . . I . 138 202 1 1 . 1 1 ! 1 1 a One of these is but partially endowed, 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 2L9 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 Location. 1 NEW JERSEY. Newark . New Brunswick . Princeton . Vineland . . NEW MEXICO. Santa Fe . NEW YORK. Allegany . Annaudale . Brooklyn . Brooklyn . Buffalo . Canton . Clinton . . . Geneva . Hamilton . New York . New York . New York . New York . Niagara University Rochester . Schenectady . Syracuse . NORTH CAROLINA. Chapel Hill . Charlotte . Davidson College... Mt. Pleasant . Raleigh . Rutherford . Salisbury . . Trinity College . Wake Forest . Weaverville . OHIO. Akron . Ashland . . Athens . EDUCATION REPOKTj 1887-88. Table 49 .—Statistics of Colleges of President. Date of Charter. Year of First Opening. 3 4 1 5 Rev. Hugo Pafif, o. s. b., ph. d . ! 1881 1868 Merrill Edward Gates, ll. d., 1770 1770 L. H. D. Rev. Francis L. Patton, d. d., 1746 1746 LL. D. Rev. Eugene H. Porcile, s. p. m.. 1887 1885 ; Rev. E. Lyman Hood, A. h., 1881 1S81 acting president. Fr. Joseph Butler, o. s. F . 1875 1859 Rev. Robert B. Fairbairn, d. d.. 1860 1858 LL. D. David H. Cochran, ph. d., ll. d 1854 1855 Brother Jerome, o. s. f . 18S4 1859 Rev. Theodore Van RosSum, 1S83 1S70 S. J. Rev. Absalom Graves Gaines, 1856 i 1858 D.D. Rev. Henry Darling, D. D., LL. D. 1812 1812 Eliphalet Nott Potter, s. t. d., 1825 1825 LL. D. Rev. Ebenezer Dodge, t>. d., 1S46 1820 LL. D. Alexander S. Webb, ll. d . 1847 1S48 Henry Drisler, ll. d., acting 1754 1754 president. Brother Justin . 1863 1853 Rev. Henry M. MaeCracken, d. 1831 1S32 d.,ll.d. Rev. Michael J. Kircher, c. M. , | 1883 1S56 secretary. 1 Martin B. Anderson, ll.d.,l. 1850 j 1850 H. D. H. E. Webster . 1795 1870 1795 1871 Rev. Chas. N. Sims, D. D., ll. d., chancellor. Hon. Kemp P. Battle, ll. d . 1789 1795 Rev. W. F. Johnson, d. d . 1877 1867 Rev. Luther McKinnon, d. d . 1S37 1 1837 Rev. J. George Sehaid, a. m . 1859 j 1859 Rev. H. M. Tupper, D. d . 1875 IS65 Rev. Robert L. Abernethy, 1871 1871 A. M., D.D. Rev. J. C. Price, d. r> . 1S79 \ 1S79 John Franklin Crowell, A. B . 1852 ! 1852 Charles E. Taylor, d. d., b. lit... 1834 1834 S. R. Trawick, A. M . . 1870 1871 Rev. O. Cone, d. d . 1870 1872 David Bailev . .. . 1878 ! 1S79 Charles W. Super, a. m., ph. d..., 1804 i 1809 1S8G-87. Name. St. Benedict’s College... Rutgers College . College of New Jersey College of the Sacred Heart University of New Mexico. St. Bonaventure’s College. St. Stephen’s College . Brooklyn Collegiate and Polytechnic Institute. St. Francis College . Canisius College . St. Lawrence University, Hamilton College ’ Hobart College . Madison University . College of the City of New York. Columbia College . Manhattan College . University of the City of New York. Niagara University . University of Rochester . Union College . Syracuse University- University of North Caro¬ lina. Biddle University . Davidson College . North Carolina College . Shaw University . . Rutherford College . Livingston College , Trinity College . Wake Forest College. Weaverville College... STATISTICS OF COLLEGES OF LIBERAL ARTS. 689 Liberal Arts for 1887-88.— Part I— Continued. Religious Denomination. Professors and Instructors. Students. 1 "3 u If Number of Endowed Pro¬ fessorships. Number of Fellowships. Number of Scholar¬ ships. Number in Prepara¬ tory Department. Number in Colle¬ giate Department. Total Number. Number in Pre¬ paratory Depart¬ ment. Number in Collegiate Depart¬ ment. Number of Resi¬ dent Gradu¬ ates. Total Number. o rH « G Q 2 V- 3 O 0 a” 3 fc Male. Female. Male. Female. Male. Female. Male. Female. State. Other, j 6 7 8 9 io 11 12 13 14 15 16 17 18 19 20 21 22 R.C . 1 8 9 25 0 71 0 0 0 96 0 4 0 0 0 12 203 Reformed.. 0 19 19 0 0 149 0 6 0 155 0 29 40 10 204 Non-sect ... 0 42 42 0 0 523 0 80 0 603 0 186 10 11 205 R. C . 12 30 0 41 0 94 o 8 206 Cong . 5 5 10 30 30 75 50 0 0 105 80 0 0 0 0 10 207 R O . 7 6 *13 25 0 80 0 105 o 1 o o o o 208 p. E . 7 23 0 58 0 0 6 81 o 15 o o o 4.5 209 Non-sect ... 26 15 41 591 0 163 0 4 0 788 0 0 0 0 0 210 R.C . 15 130 0 85 0 295 o 5 0 o o 10 211 R. C . 16 9 25 138 0 40 0 0 0 334 o 3 212 TJniv . 0 7 7 0 0 50 16 0 0 50 16 15 5 32 213 Presb . . 0 13 13 0 0 173 0 1 0 174 0 45 10 25 214 P.E . 0 9 9 0 0 65 0 0 0 65 0 18 1 0 6 3 215 Baptist 6 14 20 116 o 122 0 238 o 31 1 1 o o 45 216 Non-sect ... 12 27 39 383 0 459 0 84^ o 58 1 217 Non-sect ... 0 49 49 0 0 233 0 20 0 253 o 79 1 18 218 R.C . 9 10 19 150 0 120 0 1 0 271 0 23 0 0 0 0 219 Non-sect ... 0 20 20 0 0 124 0 31 0 166 o 41 * 157 220 R.C . 14 78 o 55 0 0 0 133 o 8 o o 0 4 221 Non-sect ... 0 12 12 0 0 171 0 1 0 172 0 29 5 2 0 29 222 Non-sect ... 0 16 16 0 0 94 0 0 0 94 o 33 47 223 M.E . 19 11 27 169 179 180 206 86 2 17 224 Non-sect .... 0 15 *15 0 0 173 0 4 0 177 0 21 0 0 6 225 Presb . 6 6 12 121 o 46 0 0 0 167 o 4 225 Presb . 1 8 1 0 88 0 89 ft o 20 6 227 Lutheran... 5 37 0 18 0 0 0 55 • 0 5 0 223 Baptist . 16 6 13 47 7 0 0 135 145 4 229 Non-sect .... 3 3 6 25 10 150 50 0 0 175 60 3 0 0 0 4 230 A. M. E. 4 6 11 81 53 21 3 (; >) 107 100 10 231 Zion. M E. So . 8 18 0 100 0 155 0 1 0 0 0 232 Baptist.. 10 10 214 | 214 20 233 M.E. So . 3 40 43 16 9 0 1 o 56 52 2 0 0 0 0 234 TJniv . c 8 14 70 63 38 36 108 99 20 8 50 235 Brethren ... 4 2 0 34 13 236 Non-sect ... 5 1 8 13 1 61 1 1 28 43 14 1 2 10S 4S 18 0 * o i 88 1 0 1 237 44 ED 238 239 240 241 242 243 244 245 246 247 248 249 250 2d1 252 253 254 255 256 257 258 259 260 261 262 263 264 285 266 267 268 269 270 271 272 2T73 274 275 276 277 278 279 280 281 EDUCATION REPORT, 1887-88. Table 49. -Statistics oj Location. Name. 1 2 ohio — continued. Berea . Berea . . Brooklyn Village... Cincinnati . Cincinnati . Cincinnati . Cleveland . College Hill . Columbus . Columbus . Delaware . Baldwin University . German Wallace College... Calvin College . St. Joseph’s College . St. Xavier College . University of Cincinnati . Adelbert College of West¬ ern Reserve University. Belmont College . Capital University . Ohio State University . Ohio Wesleyan University.. Findlay . Gambier . Germantown Granville . Findlay College . Kenyon College . Twin Valley College Denison University... Hiram . Marietta . Mt. Union . Hiram College . Marietta College... Mt. Union College New Concord . Oberlin . . . Oxford . Rio Grande . Scio . Springfield . Tiffin . Urbana . Westerville . Wilmingtdn . Wooster . Yellow Springs . Muskingum College . Oberlin College . Miami University . Rio Grande College . Scio College . Wittenberg College * ... Heidelberg College . Urbana University . Otterbein University ... Wilmington College *.. University of Wooster Antioch College . OREGON. Eugene City ., Forest Grove McMinnville.. Salem . . University of Oregon . Pacific University and Tu¬ alatin Academy. McMinnville College . Willamette University*.... PENNSYLVANIA. President. 3 J.E. Stubbs . Rev. William Nast, d. d . Rev. H. J. Ruetenik, D. d . Rev. Jas. Rogers, c. s. c . Rev. Henry A. Schapman, s. j... Jacob D. Cox, a.h.,ll. D . Rev. Hiram C. Haydn, d. d., ll.d. P. V. N. Myers, a. m . Rev. M. Loy, d. d . William H. Scott, ll. d . Rev. Charles H. Payne, d. d., ll. D. J. R. H. Tatchaw . *. . Rev. Wm. B. Bodine, D. D . Orvon GrafF Brown, A. h . Rev. Galusha Anderson, d. d., ll.d. Colman Bancroft, M. s . Hon. John Eaton. ph. d., ll. D... G. W. Clarke, A. m. , acting presi- | dent. Rev. John D. Irons . . ! Rev. James H. Fairchild, D. D ... R. W. McFarland, A. m., ll. d . : John M. Davis . ' Rev.G. B. Smith, ph. d . j Rev. S. A. Ort, d.d . Rev.G. W.Williard, d.d., ll.d.. Thomas F. Moses, a. m., m. d . Rev. Henry Garst, d.d . James B. Unthank, M. s . Rev. Sylvester F. Scovel . Rev. Daniel A. Long, A.M., d.d., ll.d. John W. Johnson, A. M . Rev. J. F. Ellis, A. m., d.d . Rev. T. G. Brownson . Rev. Thomas Van Scoy, A. m., D. D. Allegheny City Allentown . Annville . Beatty . Beaver Falls . Carlisle . Chester . Easton . Freeland (College- villevP. O.). Gettysburg . Western U niversity of Pennsylvania. Muhlenberg College . Lebanon Valley College . St. Vincent’s College . Geneva College. Milton B. Goff, A. m., ll. d . Rev. Theodore L. Seip, d.d . . E. S. Lorenz . ! Rt. Rev. Andrew Hintenach, j o. s. B. Rev. H. H. George, d.d . Dickinson College . Pennsylvania Military j Academy. Lafayette College . j Ursinus College . Charles F.Himes, ph. d., acting president. Col. Charles E. Hyatt, c. E . Rev. James H. M. Knox, D. D., LL.D. Rev. J. H. A. Bomberger, D. D . Pennsylvania College . | Rev. H. W. McKnight, D. D. * Statistics of 1886-87. STATISTICS OF COLLEGES OF LIBERAL ARTS, 691 Liberal Arts for 1887-88. — Part I — Continued. (3 _0 ■z z £ « 9 c U *© « Professors and Instructors. Students. z |s; £ Sc'o 2 = £ \ 6 u JjLl ' . » ; ~ T. s 1 Number of Fellowships. Number of Scholar¬ ships. £t ^ C S U ^ = ! 8 a .gf Total Number. Number in Pre¬ paratory Depart¬ ment. Number in Collegiate Depart¬ ment. Number of Resi¬ dent Gradu¬ ates. Total Number. U © £ >> U ° ©G S "3 © IS | © "3 S 6 £ £ J ^ 1 Female. cJ § ! 6 6 | cc i O 6 7 S 9 10 11 12 13 14 15 16 17 is ; 19 2° 21 23 ! m.e . 4 10 14 48 44 16 28 0 1 64 73 m.e . 7 58 12 114 50 I 5 Reformed... 11 24 20 17 3 0 1 41 24 5 R.C . 3 9 13 160 0 80 0 0 0 240 0 11 R.C . 16 10 26 360 0 55 0 0 0 415 0 0 ! 0 o ; 9 Non-sect ... 0 15 15 0 0 90 24 3 1 93 25 4 o ; 0 ; 0 ; 9 Presb. and 0 11 11 0 o 49 16 49 16 • 10 60 Cong. . . 5 14 35 1 6 15 41 7 Lutheran... 3 5 8 28 0 0 i 85 I 0 - Non-sect ... 26 131 17 167 28 ........ 298 45 28 M. E . . — 21 374 90 216 154 j 2 ! 9 | | 593 253 60 : o 9 0 ! Christian... 5 8 13 116 115 10 25 0 0 i26 140 0 ! 0 0 ! 0 9 ’ P. E . 8 9 17 104 i 0 46 o o 0 150 0 ' 10 a8 Non-sect ... 2 ! 1 13 23 1 i 0 ; o 1 0 ! 0 1 Baptist . 4 8 12 (11 1) 1 0 • (20 m *" i 8 0 i 9 ! 24 Christian.... 8 7 15 45 15 26 11 3 2 i ( 140 81 2 1 o i 0 9 I Non-sect ... 2 8 10 94 0 87 o 1 ! 181 o 17 38 1 M E . 13 182 68 109 34 1 0 ! o 1 1 °91 ! 104 | 40 United Pr .. 6 11 86 34 I 101 j 4 Cong . 11 22 43 292 188 204 332 ........ 538 1 794 79 104 Non-sect ... 0 7 7 72 5 0 0 0 0 0 Free Bap... 5 14 9 9 1 4 23 13 4 0 0 i o 0 M.E . 8 38 16 IQS fin 931 I Tfi ! 5 Lutheran... 3 10 13 ({ 56) 11 1 2 Reformed.. 2 11 13 89 I 37 72 ; 19 163 ■ 96 25 1 2 N Church 5 5 10 ' ! 7 i 17 12 1 5 : U.B . 3 10 13 63 I 32 49 ' 18 112 50 20 ! 4 ! 15 I Friends . 6 35 15 35 ! [ 15 4 1 o i 0 0 9 Presb . 29 141 i 52 j 18S 58 ! 329 j no 49 : 6 0 ! u ' 40 ! Non-sect ... 16 57 39 33 21 5 4 1 128 126 4 Non-sect 9 69 54 19 9 1 88 63 Cong . 6 42 36 17 5 1 59 41 6 1 Baptist . 1 4 5 54 i 1 40 4 1 1 0 1 - 41 1 0 0 ! o 30 ! M.E . 6 6 12 133 | 71 24 12 1 221 i 1 115 . Non-sect ... 4 13 17 119 1 ° 72 0 1 0 192 i 0 12 I 2 ; 0 0 9 ! Lutheran . . . 2 6 8 1 59 1 0 75 0 I 0 I 0 1 134 1 0 ! 26 3 28 I U B . 6 39 1 14 0 30 110 5 ‘ 69 1 19 1 8 j 0 0 o 0 R C ... 21 48 o 8 I o i 9Qfi ! o Ref. Pres... 1 7 8 15 I u 1 8 50 22 i f (83) ] 20 M.E . 2 10 12 I * | 1 79 j 14 0 i o 1 t to : 118 i oU) 15 : 26 , 0 0 ! o 0 Non-sect .... 3 9 12 15 0 112 i 0 2 i 0 I 129 0 14 Presb . 0 24 ; 24 1 0 0 245 o I 37 1 0 j 282 0 i SI 1 5 i 0% 0 Ref. Ger . . 14 52 4 ! <* i 0 1 125 24 1 13 0 ! ° o I 14 Lutheran... 3 9 12 . 1 56 6 119 0 3 0 . 178 6 u i 1 ! 35 | a Including theological department. 2-38 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 278 279 280 281 09 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 EDUCATION REPORT, 1887-88. Table 49. — Statistics Location. Name. President. 1 2 / 3 •ennsyl vania— con¬ tinued. i Greenville . Grove City . Haverford College.. Lancaster . Lewisburg . Meadville . New Berlin . New Wilmington... Philadelphia . Philadelphia . Pittsburg . Swarthmore . Villanova . Washington . KHODE ISLAND. Thiel College . Grove City College . Haverford College . Franklin and M a r s h a 1 1 College. Bucknell University . Allegheny College . Central Pennsylvania College. Westminster College . La Salle College . University of Pennsylva¬ nia. Catholic Coileg e of the Holy Ghost. Swarthmore College . Villanova College . Washington and Jefferson College. Rev. David McKee, A. M . . Isaac C. Ketler, A. M., pe. d . Isaac Sharpless, sc. D. . Rev. Thomas Gilmore Apple, D.D.,LL. D. David J. Hill. ll. d . Rev. Wilbur G. Williams, d. d... Rev. Aaron E. Gobble. A. h . Rev. R. G. Ferguson, D. D . Brother Isidore . William Pepper, M. D., LL. D . Rev. John T. Murphy, c.s.sp.... Edward H. Magill, LL. D . Rev. F. M. Sheeran, s.T. B., o. s. A Rev. James D. Moffat, d. d . Providence. Brown University SOUTH CAROLINA. Rev. E. G. Robinson, d.d., ll. d.. ft Charleston . Columbia . . Columbia . Due West . Greenville . Newberry . Spartanburg . . Walhalln . TENNESSEE. Athens . Bristol . Chattanooga.... Clarksville . Hiwassee . Jackson . Knoxville . Lebanon . McKenzie . Maryville . Memphis - Milligan ........ Mossy Creek. Nashville . Nashville . Nashville . Nashville . Sewanee . tatistics of 18SG-87. College of Charleston . Allen University . . . South Carolina Colleges.... Erskine College . Furman University . Newberry College . Wofford College . . Adger College . H. E. Shepherd, A. M., ll. d . J. W. Morris, A. M . John M. Me Bryde, ph.d., ll. d.. Rev. W. M. Greer, d.d . Rev. Charles Manly, d. d . Rev. G.W. Holland, A. M., ph.d .. James H. Carlisle, A. m.,ll.d . Del Kemper . Grant Memorial Univer¬ sity. King College* . .... Chattanooga University . South-western Presbyte¬ rian University.* Hiwassee College . South-western Baptist Uni¬ versity. University of Tennessee ; Tennessee Agricultural and Mechanical College. Cumberland University . Bethel College . Maryville College Christian Brothers’ Col¬ lege. Milligan College . Carson College . Central Tennessee College Fisk University . Roger Williams Univer¬ sity. Vanderbilt University . University of the South a Includes students in the John F. Spence, s. t. d . Rev. J. Albert Wallace, A. M .. Rev. Edward S. Lewis, A. M .. Rev. J. N. Waddel, d. d., ll.d. Rev. J. H. Brunner, A. M., D. D. George W. Jarman, ll.d . Chas. W. Dabney, Jr . Nathan Green, ll.d., chancel¬ lor. Rev. J. L. Dickens, A. M., ph. d.. Rev. E. A. Elmore, A. M., chair¬ man. Rev. Brother Maurelian . J. Hopwood, A.M . Rev. W. A. Montgomery, d. d ... Rev. J. P.raden, D. D . Rev. E. M. Cravath, d. d . . Rev. Alfred Owen, d.d . L. C. Garland, a. m.,ll.d . Rev. Telfair Hodgson, d. d.... biological and philosophical de] STATISTICS OF COLLEGES OF LIBERAL ARTS, G 93 Liberal Arts for 1887-88. — Part I — Continued. c 5 3 as _0 "3 « Professors and Instructors. Students. a> isg1 0 1 ! i « ® j C 5 5 _ ; "3’” £ 6 in V ' - * 0 0 £ a fc | Number of Fellowships. Number of Scholar¬ ships. z. 3 S| 3 Q •2 >. - ■— ji 3 § Oz 9 — — I'1 Total Number. Number in Pre¬ paratory Depart¬ ment. Number in Collegiate Depart¬ ment. Number j of Resi¬ dent Gradu¬ ates. Total Number, i Male. Female. Male. Female. 0" S Female. Male. State. Other. 6 7 s 9 10 11 13 13 14 ! 15 1 16 17 j IS 19 20 21 22 97 6 42 8 0 1 1 69 ; 15 29 1 2 1 0 41 I j 282 5 5 10 120 165 144 90 0 0 264 I 255 12 ! 233 Friends . 0 18 IS 0 0 87 0 0 0 87 ! i 0 17 1 O 13 I 28-1 Reformed.. 2 9 n 23 0 97 0 120 0 23 115 ; 2£5 16 62 131 71 3 ! 133 ; | 134 19 2 | 0 0 ! 20 ; 288 M. E . 7 8 15 110 25 150 28 . 260 ! 53 35 5 1 1 . ; 287 2 4 6 43 0 31 10 0 i 0 79 j 10 ■ 28S 10 43 50 28 119 1 78 30 . 289 R. C . . 6 11 17 139 0 141 0 . 1 280 0 5 1 16 1 290 48 0 15 . ! a 419 | a! 3 89 4 j 47 i 291 R. C . a 9 14 60 0 100 0 i 160 ! 0 .. l . i 292 Friends . . 1 21 ! 68 17 i 70 ! 100 0 1 0 1 133 1 117 32 4 1 0 . i 0 10 ! 293 i 14 !.. J 0 0 ! 56 0 4 1 ! 294 . 1 13 j 73 i 0 150 1 0 i ! 223 ' 0 30 4 ' 295 Non-sect . 0 22 ! 22 j 0 1 0 I 255 0 5 1 0 J | 260 I 0 72 3 30 1 296 1 ! 1 # 1 Non-sect . ! 5 1 5 j 32 | 32 6 7 297 Af. M. E . 1 6 t . 7 1 100 116 6 ‘ 298 Non-sect . * 16 j i i 136 0 : 13 ! 0 149 I 0 31 0 1 0 6 ! 299 As. Ref. Pr..j 1 5 6 | 23 i i 00 , ! 1 83 12 1 ° 1 0 300 Baptist . 2 5 46 76 I 122 11 . 301 Lutheran...; ! 1 5 6 58 0 j 40 1 0 1 3 0 : 101 0 7 1 0 1 0 i 0 4 | 302 M. E. So . 1 2 n 9 61 1 <-o ; 133 1 . 1 1 j 303 Presb . 1 3 4 44 0 1 44 0 0 0 88 0 °! 0 1 0 ; 0 1 304 M. E . 6 13 19 1 147 71 I 55 16 211 87 I 13 I 3 15 305 Presb . 1 5! 1 1 66 ! 0 I ! 4 1 1 ; i 0 0 0 1 306 M.E . 1 9 I . 62 22 11 j 5 73 1 29 0 ! 1 j 307 Presb . t 9 I 1 9 0 j 1 150 0 26 ! . 0 0 i 12 | 3CS M. E. So . 1 4 1 . 126 | 14 : 1 309 Baptist . ! 6 "li *0 108 | 1 0 0 0 i 122 1 0 1 7 i . 1 310 Non-sect „..l 17 ! J I 1 0 . i 300 311 Cumb. Pr .. 3 4 1 7 1 196 0 ! 12 c4 312 Cumb. Pr .. 2 3 5 109 87 43 13 152 ! 100 3 313 Presb . 4 8 1 12 ; 132 86 30 9 1 163 95 ; 8 I 0 0 0 ; 1 314 R. C . | 10 i ! 11 21 73 1 1 0 j 199 0 0 0 i 272 0 5 315 Christian .. 3 ! 4 7 99 46 50 10 1 1 149 56 i ■ 4 1 316 Baptist . I 4 1 91 i 0 33 i 0 ; 6 124 0 1 9 1 0 0 * 0 317 M.E . i 1 12 ! 13 0 | 0 l 173 234 ! 0 0 0 2 318 Cong: . i 19 j 36 i 7 i 35 212 | 260 j 5 I 0 0 7 1 319 Baptist . i 9 ; 15 6 1 10 | 0 . 99 | 75 j 0 320 M.E. So .... o 23 23 j 0 i 0 ! 190 i 0! 1 M 1 0 206 I 0 ; 15 _ I 3° I 321 P. E . . ! 13 i 314 ; 0 1 I.......! 314 1 0 1 5] 322 6 Department of the University of South Carolina. e Partially. 694 EDUCATION REPORT, 1887-88. Table 49. — Statistics of Colleges of Location. Name. President. 2 "a © O 6 'o © c! ft S 0 u c3 © i * 1 3 3 4 5 TENNESSEE— COnt’ d . 323 Greeneville and Tusculum Rev. Jere Moore, t». t> . 1794 1794 324 College. Winchester Normal . . . James W. Terrill . 1878 1878 TEXAS. 325 Leslie Waggener, a.m., ll. d., chairman of faculty. Rev. A. A. Johnson D D . 1881 1883 326 Texas Wesleyan College.... 1881 1 1881 327 Theobald W. Butler, s. J . Rev. John W. Heidt, a. M., d. d... S. M. X. Marrs . 1854 1 1855 328 South-western University.. Hamilton College . 1875 1873 329 1885 1885 a30 Italy . A. T. Seitz . 1886 1879 331 Mansfield . Mansfield Male and Fe- D. C. Limbaugh and S. P. Ren¬ der. Cvrus Ulrich . 1872 1869 332 Salado . male College.* Salado College . 1860 1860 333 Tehuacana . Trinity University . L. A. Johnson . 1870 1869 334 Waco . Baylor University . Rev. Rufus C. Burleson, d.d., EL. D. 1845 1846 UTAH. 335 Salt Lake City . University of Deseret . John R. Park, si. d . 1850 1850 VERMONT. 836 Burlington . University of Vermont and State Agricultural College Middlebury College . Re-^ Matthew H. Buckham, Ezra Brainerd, a. m . 1791 1800 337 Middlebury . 1800 1801 VIRGINIA. 838 Ashland . Randolph Macon College... Emory and Henry College.. Hampden-Sidney College .. Washington and Lee Uni- | versity. Richmond College . W. W. Smith, A. si . 1830 1832 339 Emory . , Thomas W. Jordan, si. A . 1839 I 1838 340 341 Hampden-Sidney . . . Lexington . Rev. Richard Mcllwaine, d. d ... Gen. G. W. C. Lee, ll. d . 1783 1 1782 I 1775 1749 342 Richmond . H. H. Harris, si. A., ll. d., chair¬ man of the faculty. Julius D. Dreher, A. si., ph. d . 1840 1832 343 Salem Roanoke College . 1853 1853 344 University of Vir¬ ginia. University of Virginia . William M. Thornton, chair¬ man of the faculty. 1819 1825 WASHINGTON TER¬ RITORY. S45 Seattle University of Washington Territory. Whitman College . . | T. M. Gatch, A. si., PH. D . 1861 1862 346 Walla "Walla, A. J. Anderson, A. si., ph. d . 1883 1866 WEST VIRGINIA. 1 847 El emin o-tryn West Virginia College . Thomas E. Peden . 1869 1 1868 348 Morgantown West Virginia University .. E. M. Turner, ll. d . 1867 1S67 I WISCONSIN. 349 Appleton..,,, Lawrence University . Rev. Bradford P. Raymond, PH. D.. D. D. Rev. Edward D. Eaton, d. d., LL. D. Rev. J. Irwin Smith, d. d . 1849 1849 350 Beloit ,,, 1 Beloit, College . 1846 1847 | 351 fialesville _ _ Galesville University... 1854 1859 1 352 Madison . University of Wisconsin*... Milton College . T. C. Chamberlin. A. si., ph. d . 1848 i 1849 1 353 Milton . Rev. W. C. Whitford, a. si., d. d .. 1867 1 1S44 354 Racine .. Tannin ft _.T . Rev. A. Z. Grav, s. t. d . 1S52 : 1852 355 Ripon . Ripon College . Rev. Edward H. Merrell, d. d . 1855 1855 356 St* FrftTipis Seminary of St. Francis of Sales. North-western University* J Joseph Rainer . . . 1856 357 Watertown Rev. Augustus F. Ernst . 1867 [ 1865 1 * Statistics of 1886-87. STATISTICS OF COLLEGES OF LIBERAL ARTS. 695 Liberal Arts for 1887-88. — Part I — Continued. Religious Denominations. Professors and Instructors. Students. Numberof Degrees Conferred i in Course in 1887-88. 6 £ ■a ej 5 S. 3 ai 1 a 3 % | Number of Fellowships. Number of Scholar¬ ships. | Number in Prepara- | tory Department. Number in Colle¬ giate Department. Total Number. Number in Pre¬ paratory Depart¬ ment. Number in Collegiate Depart¬ ment. Number of Resi¬ dent Gradu¬ ates. Total Number. Male. j Female. Male. Female. Male. 6 a I Male. Female. aJ Other. 6 7 8 9 .10 11 lii 13 14 15 36 1 17 IS 19 30 31 33 Presb . 5 50 34 19 9 r i 69 43 4 328 9 (38 5) 324 11 135 42 6 325 M. E . 3 4 7 ........ 90 . 92 15 25 0 0 105 117 2 0 0 0 0 326 R.C . 3 5 8 15 0 60 0 5 0 110 0 327 M.E.So . 4 8 12 76 0 155 0 233 0 0 0 0 0 328 3 1 4 87 100 4 91 100 0 329 6 f 14 21 0 0 0 0 .330 3 . 1 (1141 331 Non-sect ... 1 2 3 45 32 17 11 . | 2 ! l 64 44 332 Cumb. Pr... 15 116 72 60 40 176 112 5 2 0 0 35 3:13 Baptist . 22 112 55 160 80 u o 275 152 25 0 0 0 0 334 Non-sect 14 214 115 1 335 Non-sect 13 134 20 o o 278 20 1 26 3 35 336 Non-sect ... 0 9 9 0 0 0 44 5 0 0 44 5 12 3 0 0 40 337 M E So 15 165 0 0 o I 165 0 9 1 0 0 338 M. E. So . 2 n 9 34 1 ® 88 0 0 ! 122 0 4 339 Non-sect 7 104 0 i 0 105 0 15 o' 3 340 Non-sect 1 15 124 0 i 0 | 142 0 6 7 ...... o' 13 341 Baptist . 0 7 1 7 0 I i 0 j 150 0 o 0 150 0 1 14 1 0 0 18 342 Lutheran 9 36 0 74 0 126 0 12 20 343 Non-sect 18 201 0 20 "5 0 0 13 344 Non-sect 6 59 25 31 22 0 0 109 92 5 0 0 345 Non-sect 11 73 57 14 6 0 0 87 63 2 0 0 0 . 2 346 F.TV\ Bap 5 10 3 8 1 38 14 347 Non-sect 3 10 13 68 0 105 0 0 0 173 0 6 348 M.E . 12 44 22 41 28 1 0 86 50 21 1 0 . 0 0 349 Eons'" . 14 206 0 59 0 0 0 265 0 15 5 0 0 33 350 Presb 1 3 4 34 20 6 1 1 2 40 ] 21 351 Non-sect 0 37 37 0 0 283 ioa 1 285 1 104 36 io' 352 7 Oav Ron 9 65 91 ■ 36 36 101 i 127 i X-J tx y j .. Episcopal 17 | 115 0 22 0 1 2 0 137 I 0 4 0 0 0 0 354 14 | 135 118 21 17 1 0 0 163 159 355 ■r n° 12 ■7 J 212 1 0 . 356 Lutheran... 1 7 8 59 0 85 0 1 . I 0 0 i 144 i 0 1 . 1 3 357 Table 49.-— Statistics of Colleges of Liberal Arts for 1887-88.— Part II. 696 EDUCATION REPORT, 1887-88. •saoi'jDuja'iaa l | « 0 O 1 : O : ^ : of 0 : •SuiSpof put’ pjuog; joj ssSjsqQ qdsoxs ssojnoy II Y toojj jbsa joj sraoDui * ©'co io" S M : 1.0 0 :8 S 1 1 to* t}T g •933J noiqinj; uiojj jtjoa ORJ tqqqAv sqdisosa J° qunoray 55 w O LO O 833 oV-Tr-T s : 0 0 :§ 8 0 I CO 4t «E3i 3V UiqqAi. p3AI3D3a; piy lBd -loiu'npj; jo 3}\qy jo qunocay M 0 0 0 0 0 of •spline 3AI^3tip -OJjJ TUOJJ J«3^_ JOJ 3UI00UI w I 0 8 O 0 0 0 OJ 0 I> •spun J 3ATJ3UP -oij; qusuBiujsa jo qunotny M 0 0 S' g i I 0 of 0 8 O" CJ •sSui -Pima pun spuno j£) jo anp3A « CO gooo 0000 88^8 £co w §• § 8 8 8 88 00 0 0 0 ^2 O o" r ~ ifl" of r-Tiffl" ou 01 -v. 00 1-1 oif * 50 S •sniEJ -Eddy otjijustoy jo anpA n Q O O l1^- CO § 8 0 •ranauy asd SaiSpoq pun pjnoa JO ;S03 3JSBJ3Ay CO 8 j iS : s? ; • © © © lo 0 : 0 co : noo oo 0 : lo so © CO ; r-t c* s* •pdna qoE3 oi U0IUnX JOJ sSjBqo innuuy © « : oS»o 000 0 : & e 323 j ' C^HH : : 0 0 00 O lOxj< •3sa uor')tmpxjj£> jo junoray j S3 I : |l;o is m g> c •03^ : uoi;BinoiJjBj\[ jo pmoray ; ** ; " £4 j 1 0 1 •Arnjq -IT th ssumioA jo jsqran^j 55 808 8*8 O xft 0 CO ; O xjT o' • i-T 8 8 8 8 OOOO co co" CO •3SJUO0 3.§3I -IOO m siBBA jo Joqttmx ^ xf» ^ x*< xf Tj< r? •3SJUOO ogiiusios j I 3S3IIOQ oq AjOJBJBdSJa ! osmo.3 op sjesa jo jaqcnnsj i *# « ^ : ; cn r(< : eo •35JU03 lB0iSSBI3 3S3IIOQ oq rfjOJT3JBd3Ja osjnoQ ut sj«3A jo jaqiunj^ M 2* C*(N I 1 ^ §®- : 5 c - — * > c3 • 3 — 3 cn u 0 u 0 0 . c. © 3 ”S' bC d ^ S5 • . 0 £ sf I-) © - < ( 0 0 JS : 'J o* tine. University of Cali¬ fornia. Pierce Christian Col¬ lege. St. Vincent’s College. \ cS • f : © > o r- oo o © oig juauBouag jo junoruy M » . $200 445, 202 28,600 0 100, 000 "2,500 72, 989 20,000 0 54,000 1,785, 255 6,000 8,000 •sSui ‘Pljng pun spunojf) jo anxBA M 1 I mi §§ tipi §i I | |g% if K'pg S3 •sn^BJ -Bddy otjjjuajog jo anxBA M $200 100,000 5,000 2, 000 500 10,000 800 800 5.000 2,500 59,000 50 300 •ainaay jad SuiSpog paB pjBog jo jsoq 'aSBjaAy © M g ss 08 08 • : : : io © oo a> © CO CO C0C0TJ1TJ1 rji Tji ^to 1 Is STATISTICS OF COLLEGES OF LIBERAL ARTS. 699 .1 if if 1 i! i 1 i. 11 Iss ° j ii§ ii 1 1 0 001 il : Ilf °i ! : : ]«f ji : : " r ! i : sf ! : : ‘-a oo ir: 1 |l s 1 : i : : : : : : : ! : 1 III! fin IB §i BIS IISII i lug 1 ! III ||I is to" HHrtH CO H H c ** ocroo SF£ 28 j : TO TO' O' »• i : : oT r-T : : * s'- § m ! ini ii 1 1 111 3131 i ! in § i ii ! i ii 11 : : • ©' t> TO : e ©'© ’e o' : : : TO TO TO -*■ ] i : : ; TO~ TO" | : »* i : •H j a- ! ! I M o : : : : : : II oo ooo . |° h° i \ 1° 1 ;o = ; ! M o : : Hi! : : : : HI : : : M : : i n ii i j : li : : i i : : 1 : : 1 gill fill ii i i sll si is H iSSS i i ii i g|g li to ad'o'ocf vj » i V to" o'n : t-T : : 1-1 ** i : : ; ©V « i : v-rj TO o' » i gill fill sJ if III 11 111 1 ISIS 1 1 11 i 118 11 «r Ill's S|2S af | : s' j : S”S ip j3f i : : :2|8 • * 8 j s‘s | SS» s- i lift 1111 ii §i 111 iiiiiiin 11 111 111 11 o aagg e gs S' of Ss's |||'S|'|8'S'S 88 sss s'll 8 S' 1 mi fill 11 ii 111 1 1 in Ii ii li li 1 sir 1° eioao SI j ^ 1ft* O r-' TOTO' S j 1^8 j : ; : | j- : : 8 1 : |i oo" : | s is i Tf : : ! nr ii : 1 75 150 m : : §§!§!! i I l i \° i ! : : 1 ! S o' is§ § is : : : : lo i- : § 45 33 45 60 joo co 40-60 30 88 2333 i CM 8^8 388 gg | & -O 1 • • a ! i i 3 00 o tH r-i i © :» : i i i i i i i mi : o : ^ : : in : : © o i i ! i m m : © : : n ' « io : ! i i : : i ii i i R5R5 • | HI I” : : : : : : : ! :o : : io : in j i\ \ 1 1 ! 1 1 ! ! :o : ! mm : o : i l oo io j j i :« o j 1 l \ i 1 ! i i i = 5 : o i i : ; n Ni ii § ssss's iss o' o' to o t> : -sT to is to'to" H in to'to' ©'to'to' 11 jssssss 11 ^ i TO Lg' r-T TOO 5,600 400 in H -Tcc'-sT ’sTto' j ^ n | : : : : tK o ^ ; : : -rn^tin 4 4 4 4 4 : to : to • : to co rn H TO | TOr-ITO 1 to to i to : : — i to TO to : : ; : : • : : : TOCO j Hi |- : : : • CO • CO • |NCON : : : : II : : 3 1 3 2 3 TO TO jeo • TO TO TO ^ TO : : : : TOTOr-f to jeo jeo : : : : Ge r m n n-E n g 1 i sh College. Knox College . Lombard University. Illinois College . Lake Forest Univer- McKondree College.. Lincoln University... Monmouth College... North-Western Col¬ lege. Chaddock College.... St. Francis Solanus Clnllf'O'Pi Augustana College... St. Joseph’s Diocesan College. Shurtleff College . Westfield College . Wheaton College . Indiana University... Wabash College . Concordia College.... Franklin College . Do Pauw University. Ilanover College . Hartsville College.... Butler University . Union Christian Col¬ lege. Moore’s Hill College. University of Notre Dame. Earlliam Collego . Rklgeville College ... St.Mein rad’s College ! IOWA. Amity College . Griswold Collego . Norwegian Luther College. Drake University . University of Des Moines. S S838 gfegg 8S S3 388 53SSS 38 dcs of 1886-87. o Statistics of 1885-86. 6 Contingent and library fees, c Statistics of LSS4-85. Table 49. — Statistics of Colleges of Liberal Arts for 1887-88. — Part II — Continued. 700 EDUCATION KEPOKT, 1887-88. •suopotfjouaa 88 iO © -«t ISO! gOOOO ©j* © O'*© 8 so CO cfot-T©©* co't> •eaaj uoijmx tnojj jbb^ oqj ujqjui sjdiaoag; jo jnnoaiy lONOO) ci •*< © o 'wan aqj mqjiAi p3Ai999jj piy jnd -piu'njq jo 9JGJS jo junocuy o© ©o©< ■ ih •© •spanj OAijonp -ojj toojj juajt joj araoouj 888 *<*< I> iO •spunj 9Ai)onp -ojj ^uaiHJuuaj; jo ^unocay 88 o o o' o' o © o o o © o o o o o © o‘ior^o !8 •sScu •PlPapun spanojf) jo OC lO O joT o' © 88 O Q O < 8 8S! £ gg"; •snjBj -nddy oqijuaiog jo onpjA 8888 r-NlOO 3888 83_8©_ n to r-T of ill of r-f r-T •tnntray jad SaiSpoq pun pjBog jo jsoo aiJBj9Ay 0*100 d 8 cj 8 qidnj qoB9 oj uoijmx ioj oSjBqo [Bnuuy MCCMH MCI 8S8 •93X uoijBnpBJ£) jo junoray lO l© l© l© 1© !©•!©• 1© 1© •aaj uoijBjnoijjBjv[ jo junouiy o© ©©© •X JBiq -PI ui eamniOA jo jaqtanx ;8 8888 8888? I© © X © © LO © l© < X -sf ©1 Cl lOM 8 88? •9Sjno3 aSonoo ui sjb9j^ jo jaqcanx; •osjnoQ oyijuaiog oSojjoq oj ^jojb JBda’jx asjnox ui SJB9X. jo joqran^j MM MCK1 MM ;M •asjnoQ jboissb[Q aSoXl.oo oj AjojBjBdajx 9Sjnop pi sjb9 \ jo jaqtanjq MM MINIM au • ^ (U 0) > o sag a® ° St aH’S v~o> © : 60 &©« : Sgof ■5 — 0 60 Si’S - ® o So S 0 oos- . a 35 g u M 2P g g'S^ fe © 2 © ©< © £ d a e © g o * a*® |©.§Jm©o«S ccPUP mi-5ccc« OOOPs 60 © © 6X — cS£ © t*. Si *» ri 0 *- C .12 ft© 2 |I| .2 r3 C 0-3 2 ^©g 5 © ti 60© m 85 in M-gixot: S S88 STATISTICS OE COLLEGES OE LIBERAL ARTS. 1 1 1 n I 1° i°i"i i © j : : | in o °g 9 1 I i I : : : j i “ * : | : : I 1 I "ji © ! : mu i ig 8SS83 1 o s i 1 i in i 1 1 1 1 : 1 CO © X CO ■■£ ©" ©' f © © i © of : : j t> CO j i i • i i ; •: o ill°I 1 §° uri i 1 1 i : 1 III CO CO ii | 288 £ © 8' i— i ■ -if 1 : i $ CO j ! i j : gg j 00 CO j£ : i 1 : : § mu § ll iliil i § i § i 111 i ii § g 2g§§g 0 8828© rH 8 S 8 kO © I'g'g 1 S'S 8' i 1 II ig i ll Iggg 1 j 1 1 j g li 1 1 1 1 M 1 : : : -j 1 «%,- j : eo" : l — j 8 ; : O i2S2g : | 108 100 -a in i & i 8 1 g : i 1 1G0 100 150 2 IS s 2 ° j888 : 8 82 ^isgg 40-50 C<1 8 : : : 8 So© © 88 g L? : :©©© : io> :©©©© © © © : © ©©© © © c I LO 1 i : 1 : : ” i : : • © ; i© ! 1 : : : : n n LO :© 1 |s° 1° 1 I CO © 8 : : : : 1 1 “ii Li © © > « 8 i jigg r II 111 II i 1 i f l 111 i I : : : : o — o : 1 SO I-T •Cf'-.aCNCr r-T eo s oo i I i 1 1— ■r? •>* © lO ^ * ^ j : : jeo j(N : : : = : : j : : II. nnm jo* : j rH j “li- 1 " i I « 8 aoVHr \a GC CO jo oiqB^v * « 88 8 88 OO O i^O VOiO O* t>r-T (N|> — < —1 Cl 0 o' 0 0 LO LO LO O Cl rH rH Cl 1 i •snjnx -BddY ogxjU9iog jo 88 8 83 8 888 8 cc 0 Cl coon 0 000 0 s s s°>' rH cf \a •umuuy xad SuiSpoq; PUB pjBOg JO JSO3" 3SBJ9AY i S 88 e = 83 8 : ^ 7 ; i § is 1 _ ^ qtdng qoB9 oj uoijmj, xoj oSjBqo pmuny ?* $8 8 0 8 50-100 (2E 75 36 45 40-75 8 I •99^; uoijBnpBJf) jo junoray X 0 0 : | ;& 0 •39J uotjBinoixjBjt jo junoray ** e* 0 I i : |o 0 •^fxBxq -ig m saamjoA jo xoqraujj 19,000 800 4, 000 300 3, 000 49, 000 250 38, 986 11,137 21, 734 6,000 0 8 8 •9SJU03 9§9qoo ui sJB9jt jo Jsqtanx ! « « •3SxnoQ ogijueiog 9 “ 9 [ I 0 3 OJ .ClOJBXBdg’xg 9Sxno3 ui SJB9Y jo xgqtanx - * eo t* ^ f CO II! « '9SXU03 [B91SSB[3 9S9XXOQ OJ £.IOJB.IBd3IOC Ci CO CO CO -w : ; i I : STATISTICS OF COLLEGES OF LIBERAL ARTS. 703 §° !E !8 i 111 3 S °11S1 !iii° 8 8 i i° , ?j i jg eT¥ * : ;s 8 igjBi rg$f Sf^SS lea"' s * ; i 883888 i IIS I I S8B8S IB8S8 I 8 i !§ ! ea'ggss i . vgfg“ w' | j*5#*# s? * ; is § §ilig§ i III I ! 5*838 =Bii° S 3 M° 8 j ®"B“ N' :: rfeW“ {* ® “ | j is : : j I hi I Mi i i l°l oo : oo i i°i ! ! s' o : ;© : i I §11° i ! r§g§!l .88S°i°S888 !i§!I I § Hi 3 \ ! i : : : «o g'r-j" oV : : o'cotCio* : eo‘i> co'cT r^- I jgf I i i ! i° i 1 III 1 1 Mi 1 1. ’ 1° 1888 i : ill! ! i K* i 60,000 200,000 550, 000 ° i : °§§11 8*3S§ lull g jS'SSg § i i ii i \i : : 1 j Is i i II 1118 1 III ii 18888 18888 1 III! 2 1 ig g 8 i r : : ii \Mi i :V* : a¥| S3 88 € 28 ms s : H S‘g'"| ilii i i ii ii ii l III 8 j 8ISIS ilil i l i i ii » 1 K 1 : : : !| is j : : : ”s’l : “S' -- I'*"-'] a : : - ; if ii i § : : i i m§ : : : : 8S j || lisas : : §2 is 2 :88 i : ! ! ?§• i : : : : ^ : : : : LO i : : : f i ! i £3— | $ 28 :g§8^ : n 1 (2< 8-10 30-45 25 0 24 30-G0 9 30 0 2“ h III!!; :::::: :::::: «o© j j !o : ; : = 1 : I i i : : 5 m i : ; :::::: \\\\\i :::::: m = i m 1 ill i I gf ; ©'©' CO r-T 111 1 I ISIS! iliil I I MS | £sa“|as j ^ %■*<*•*$ « { is j ■* I* I i nil H] rl -! - CO CO •s2ui -piing; ptrespunojo J° ®nI^A K I © C p p p ceppo CO CO CO PPO 8 sill Isl^o Is 88 88 888 id id o p" x id © id o' o o' o' o' ©' o' id o' o' o' ci © C — -O^Cn COO r-i w o N O -r 1.0 if? i— 1 CO * rH r-i 4c O OO « C •snjT« -eddy oijTjuoiog jo « 8 11 i ill ii 2 ; K I ii : »d 8 178 8 8 US N IS 8 ^ 1 •cunuuy J9d Saigpo^ PUB p.lBOg JO JSO3' 9gBJ9Ay © « © oo © : © © : © ic o © © co © ci : © ci ;lc m o © © j " r 1 S : o' 1 SS 1 : cm —i : : A : : © : qidna qoB9 oj uoijinjj aoj oSlBqo x^nuay j © « n . o © o : ooooo C-o o o c o oo o © £5 M4f — : OS KS 4? 0? © TO oo -cccco : © in o io 1-1 o e-i : r> n eo (N •99a uoijBnpBia jo junotuy « uo 1© © © in a rH,H : : 1 ! o P o : io : | •99a uotXBiaoTJjBK JO junomy ! « o oeo io :n© io §* ! : i 1 = C4 NO •AJBjq -ia ui soranjoa. jo loqtanj^ © 8 8888 8288 ‘l 88 88 88 888 © C0^wl> ^ CO © © ; X© L© © ©© © CO © of ©T "*io *f : i-T^ o' ioo* © co r- — H : r-H CJ rH — -» • ; e Ml ! Ill be . = s g, ~ ’x >.£ 7 a | ® El STATISTICS OF COLLEGES OF LIBERAL ARTS. 705 i ! § ! 11 1 i 11 | j = ! 23 8 j » : : : : M i i I ° Mi i S N8 i s ii ii s lie « L3 ®a r 8 ” 5 M i ill! Is j «' n ® 8 £ jg§ : : ill0!00 ill 1 - v s ” : 1 1 1*8 1 ig I | - j § a ; : : : ; o oo oo g = j | I § s’ } s o o -H © : o : : “ : I : i = 1 : : : : ”■] , 000 2, 900 800 12, 000 . 43, 000 38,000 1 § in * is : i [« : : : :H : : : i i 1 1 it s i ill I Sf 8 j S3 g 1 1 g I M 1 i 1 8 ° i§ |l » j ° s ;g : : : : : : § i it ii § ill 8 § S g - S'g 8 | S | 1 i ill 1 is 8 8 | g S 8 ig i 8 §§ 11 1 III : 5 » 8 S" ; ” ! l i iii iii * co : : ^ : : • § S3 — : 1-.C-J EE ° o S £8 1 ! SSI 8 88! 3 : o io to : : o © i 1 : cec* j : o : o o : : : ° 1 1 : : i i oa : : ! 1 o © : : i : : to : : : O : o o : : : 1° : : : : : : 1 1 II II I § § ii § 1 I 1 1 iis -T r-'ao too t-t 8 7"" o' o' CS cfocT -s' -f -r- ^ ^ co -r< : o -s< o ioa of 1880-87, a Statistics of 1884-85* b Includes tuition foos In sovoral secondary schools. Table 49.— Statistics of Colleges of Liberal Arts for 1887-88.— Part II— Continued. 706 EDUCATION REPORT, 1887-88. ’suoxpBjauag; CD M II ; III is 11 ! ill 1° ;g i •■»'-'£ |f -f j - : : : : •SaLSpcKj puB piBog joj saSjBqo jdaoxa ssoanog XiY raoij jca\ aoj araoouj i* W SSli ill il 8 ill II ass's g's'sf s's 3S s {s'- s'- •saaguofjinj, tnoaj jbo^ aq; uiqqAV sqaiaoag jo gunoray (S w $8, 000 5, 423 7,000 143, 606 13, 500 2.500 30,000 7, 121 *6, 202 16, 982 7,083 . 3,000' 1.500 1,600 MB3y aqj UiqjlAl P3AI803JJ piy jBd -piunjv: .to g’jbjs jo junoray 1$ w 0 "$156,' 666’ 0 0 0 . 6" q 20,000 0 . 6 . 6" •spung QAijonp -ojg TOO.IJ JBsy ioj otaoauj i M sii ri ii is i ir i° g¥^ | £ :§ Jfgf ^ 1^ : : ■spang OAijonp | -ojg jxxeuBcaaaj jo junotay M mi i°i is ii i in i° fSl* i i is m s "a2 “ oo : •sSux j -Pimg puB spuno.x*) jo on^By e> « $500, 000 143, 000 200, 000 225, 000 1,530, 000 450, 000 210,000 262, 000 381,847 500,000 380, 000 250, 000 75, 000 150, 000 20, 000 150, 000 8,500 ■snjBJ -Bddy otjijuaiog jo anjBA & 11 1 i§i is 11 1 in 11 JS*-‘ 1 158 8"g? gf- Kr4‘ ^ ! 10 j 1 •tnnnay aad SuiSpog pus pauog jo jsoo’s^BasAy © 1 n §11 Ml 1 ill 1 i|* is : : : : : 1 J \ S 1 1 1 1 qtdnj qoBa oj uoxjxn jj joj oSjBqQ jBxiutxy © « eisso SS° 83 S °SS “S * M * •sag uoijBnpBJ*) jo junotny i so ** I00 gS- »S {8 ! !“ j {“> : : : : : : : : : : i : •oag uoxjB^nopjBjc jo junoray i « goo »si ;= ;» : ! | r J" Mi i Mi j •AiB.xq -}g fix saxanp^ jo jaqxan^j © & 20, 000 22, 000 18, 500 23,869 93,144 10, 300 10, 000 9, 000 23, 150 ’ ”32,’o6o‘ 25,000 3,400 11,000 1, 994 3, 000 3,000 •asm 03 gSojjoq ui sjb9^\ jo joqxnn^j w « Tf< I m : •8Siao3 ogiJaaPS oSaxjoQ oj AaojBiBda’jg 8SJH03 xii ejBoy jo aaqian^j « i « I |WrH { | j | j j j «« •asjmoo iboissbio oSajjoQ oj AaojBJBdajg as.xnoo ui sjuay jo .xaquin^ w « • j 0© 1— I jrft j j j j j j MHM NM : :::::: : Name. e* i i 8 £ A s § 1 i* s £ § fc & Hobart College . Madison University.. College of the City of New York. Columbia College . Manhattan College... University of the City of New York. Niagara University .. . • University of Roch¬ ester. Union College . Syracuse University.. NORTH CAROLINA. University of North Carolina. Biddle University . Davidson College . North Carolina Col¬ lege. Shaw University . Rutherford College .. S3SS SSI II II I III II STATISTICS OF COLLEGES OF LIBERAL ARTS. 707 lij ° 8 i ii i iiiii i il 1 § i i i i ii !§°§ i i ip. i 8 i ^ ! ! : : 1 i i i a : : : : I p * a | i : : Mi fi8 i : : : : : • i rs i a j : : : : II! § III!! 1118 I ill 3 BBS 11 | o«pao -T ja oo -* ai' ci ® o' ^cogwiocoio : I •8S I !?'- «* 111 il 8888 1 •« » H ^gjs^' N" ill ii ii’nh -T*f iigiiiiliii i — CO cf IN eo «» ef rpfrH 00* JflT il J-S !!■ i i°i i I «r I Ms il : . :oo : : :< : : : © : : : | IK ill n i il * 1 illl il » is' “ i"f50' " : : is b i ii s §i° ii i iiiii [B $ ”■ 13 a ft ft? j {“83“ : : • IIIII § 1 ;c>®eoi»r-r o“ : i ii ° i ins ii i 1 l il l Sir II j iiiii IIIII i i gi^g ;s I * jl I 1' 3 IsiSB's g ill I iiiii mi I ill s ill iiiiiililiiiii i epg s gg'g'es ass's g ass § ggg §||§sgg§g|'s'sgg‘ s' I il I i il il I I il I, 88 i i i illl il i i ill i I i H IS § " ig' -r 3" i i i is" 8 ; j i |““‘ | ■»' i i§ : : 1 \ sag I : j : j i SB : § B :| 8SS8 :ig§g8£g8g8 8 8 : ^ : i I i ! ^ id> l : :::::: : :© : = i§8 8 * rl 8S8 38S888S3883888 8 ft M?10 :i3n« : : £ : : j ia ia : a « a : iio in || i :© : : ; : : • : : : i : : i : Nice : 1 i i s j 1 ; •: X Mia : : : : o : : o o o : : : 14, • ; ; i i i : : : : : ? • o : ! i ii i i : : III 3 •1 illl ill i i in 1 ill iiiiigfiliini 1 1 co t>® l> ;00^TrH : i ! : a ksToo s ^To'd'Ncfgoo ^'o't a «*• " ij " ” h” i : S Trrta ■> : ►>© .5 m i u; irtiui* I5« <<«J SKjfeis, >liS -sfia I i l!l * 3 sal a 88818 Sail a SIS S III 88888888888888 § 8 Table 49.- -Statistics of Colleges of Liberal Avis for 1887-88. — Paht II— Continued. EDUCATION REPORT, 1887-38. ! I : : So § 88 : : o ic © Oi o io 'suorpujouoa ! ® j : : « o' oo 11,500 20, 000 100, COO 300 SinSpcr? purs pjsoq 3.0} B9S.lSl)'>3ClaO:« > SDDJnOCJ XIY luojj -sajL xoj ouioogj 1> 65 ©© ICO t- ©00 OOCl oo t> p r- OO KCn O iS -V © « Oh (SC30 «f©~ cf© co ata rJo io S* °* 8^ LOOO O i>o O £ gcocr •saaj[uoi]inxTao-iJ xb3A8tD uiq-pAi iqdi9O0»ii; jmiomy ® 69 OO HQ o poo poo 8S So 8 S3 S8n ?£ o' cfe® of o' e> rH r-i c e 883 8 ^ iC O Ci IO CO tjT r-T •asay ain uitprAV poAioo'Oj' piy [ud -loiu'nj" jo ap.*9S jo junouiy tt 69 o : o • o i : © ^ o g : : : : : co i o ■spun^ oAiJonp -OJJ uiojj jboa JOJ ^wiooxq; i J oo oo co oo : q ^ oo oo ooo :Or-i o o CO O CO LC co - O 1C OOO r-< CO N t> • O ^ S rH Ith co : © i oo j 8 : co : i> : I ■spnn x OAijonp -oaj jo oni^A £t 69 p© p© © ©© :p©© ©e© © 88 88 8 88 =888 888 8 f-T © o' irT © ©' o' • cTic ©' ©' go in © co oo i> ci ac lo lc ci © © co ci io I-H : Cl — < © r-i e : c •sn'VBJ j -sddy ogpuoios jo anxYA P* * o 10 1 o : o : o o •1 ^ : 8 :8 :©! id | s o o : o o o : o oo : 1C o~o : ic »h : •umuuy .isd SuxSpoq pas pasog jo JS03 oi>sjoAy © 69 S125 130 120 100 180 141 146 )0) 1 125 | 110-148 -530) 250 200 160 Xidnj; qosg; 09 uopmx JOj a2jsqo pjuuuy O Cl ©is © © © ©© © o ic oo© © -^03 ® O'? ooi^'e*^©^ •'© -* ; o coo io • N ; • •93.3 uoxvtqnoiJX'epi xo (jnnoray IN « : : o • o : r-j *o : : : : : : : o : : l • •Aasjq -iq ux <59xnrqoA J° JsqraiiNi ® 91 2,000 6, 200 400 2,800 5.500 8.500 2, 676 21,000 3,000 31,000 1,000 22, 000 6, 000 22, 000 5,118 •9SJU03 9.S9XP0 ux sjso y jo Jaqransj K> a ! ^T}4 co • •asinoo ogijuoios 9 . 3 9 n o o oj Xjojsisdajq 95.11103 ui SJS3A J° J3quxnjq « Cl co co | CO i-H : Cl Cl Cl jcieo = -gsjnoQ isoisssxQ 9 S 9 X I o 3 oj Ajojsjsdaa^x asinoo ut S.XU3A jo jaqxuxqq 65 I « ! {■ICO CO \ CO CO Cl ; Cl Cl r-i | Cl CO 03 Name. « OREGON. Universitjr of Oregon Pacific Univei-sity and Tualatin Acad¬ emy. McMinnville College Willamette Univer¬ sity. * PENNSYLVANIA. Western University of Pennsylvania. Muhlenberg College. Lebanon Valley Col¬ lege. St. Vincent’s College Geneva College . Dickinson College ... Pennsylvania Mili¬ tary Academy. Lafayette College . Ursinus College . Pennsylvania Col¬ lege. Thiel College . 26S 269 270 271 272 273 274 275 276 277 278 279 280 281 282 STATISTICS OF COLLEGES OF LIBERAL ALTS. 70 0* ill §§» Mi i § IS jSS : jsf s !« ~ i ; I I I : : : r r : i ^'3 SB'ef | 8 M 3 ”S8' 1-5 1 1° i M 2 2 ,j j 111 iis 111 1 I is i I SI 111 i| i is 1 il “ -s' sf irf 111 III ill i g !■ !2S j S I S 1 SI ill ci i— i x ; » c-r m m : : : • o © © jo I il its 1 il I i o a ill 18 j 1 : o x" ri» : o' r " i i i 1 il i 8 is I i II ill o' r-Tl a 1C(M'i- I 1 II ill II i I il m §¥ i § il i I il 1 III i i il mu 1 i I il is Ss's'g's g s' j g is III III III I I il I I II iliii I II I II s'sg g'gsf gag § § ;g | s §'§ gg'ss's s sg § sg 1 i§ ill - ;g" >-8 II 'I I Hi ^ : IS I il §§§ e-f : o' c p- co 0 : :: : ^ 0 — < £ j N ^ { : : : S * qidng qoBg ox uoj[4inx JOj aSiBqo x^nuay j © $40 25 12-50 8 40-72 30-33 3-i 9 13 9 50 100 18 20-50 'aag aoixBnpBxj) jo xanoary * | j S* 1010 : : : 10 \ 10 • ’"A aoiXBxnoi.iXBj\[ jo ^jauoaiy : j cji 0 : : 5* : : : : : o © e* : : : : ; ; h in : •AjBjq -iq ai sauiaxoA jo .laqain^j « e* ! 10,000 8,000 1,000 0,000 000 000 0 tr* 0 : OOP- ico 0 10 0 : TT 1C LO O CO O XT' O • i-TcC coco 10 0" i> • r-t CN •osjno^ 9S3XXOQ ai BJB9A jo aaqainx 5? rfi ^ ^ : •9SJna3 oqtxnaiog aSaXXOQ ox AjoxB.rBda.ig; 9S.TU03 ux aiBOjt jo JsqransT 6* : jiOxHCO {coco eo ; • • e* : •asjnoQ xboissbio 9S9JXOQ OX AJOXB.IBd9JT O ! r’i : : : : i© i is : • :2 1 j 1 i 1 1 i 1 ill i r § || i j [*g : : : : | 2 S' g o' 1 pp i s' ii ii ii i ii 1 § 1 1 1 1 1 i III 1 1 p 8| coco : o © © § 1 | S' 1 g tf Pi t * ii 1 1 *ii in i 1 1 i 1 iii 1 1 s’ : ;i r © of 8 © ef ; : j : : : : : is ii 88 i g ; |8 : j : : 8 1 g I i S8g = : S i i a : : j : : : { : » 1 gg S3 j. 888 : 8 3 g g 8 g gg | : 2 ® -J ki s Iio : : \ : : : : : : :oo ; : : : -i © j S3 : io : : : i : : ; : : oo | © o A j© : : II o : : : 1 1 j 1 j : : © : o : p : o o ; ^ i = : i i : ; : : ii Ii iii ill 8 i 1 § i i i III § i i : j : i i^co : : i : : : S? © to cT cT s" •*$£ co oT m H" • : : : I ^ j r i - 2^ r a : : Iii i i j 03 ; : i j ] i : j N eo in » o jeo « : : : ii! i : : : : jj N | : 1 | « j j . L r ! : “ “1 © i% K S 9 >» Eh 9 1 r PH is j la*. iii ii filfffl d| 6 *%S=-~s mmmx isiiiyipi- 1 a ® < >. B 1 11 ip 1 E s 1 *s! u f Ilifl £=<-| § I o 1 ijc 1 « 1 a a^.jf | ^ M — "3 "3 — Sr ^ ;S,J s o^o ° I ■5s§s§atli?t ll i fMl#l»I°N B 1516 l6|3|ll-3, 1 S fi H ^ SSP £ i . |3q Hr iif IU i-=? 88 si 111 III I I § Ills III Table 49, — Statistics of Colleges of Liberal Arts for 18S7-88. — Part II— Continued, 712 EDUCATION fiEPOET, 1887-88. •suoijDBjsuag; ® M ; ; OJC O • O O : : o O (M <£01^0 k3 ^ o CO CO CO CO ICCSCO CO ^ id* od* bWHO t> Cl r-1 (N 1- CO -H CO Ol lO •S93^ uotxxnxTOOxj jbsa 3qj uiqxiAv s;djaoaji jo juixoxuy » : o moo go 15 :co 0 : § g 2 iff 8 £ j » 1 s' ~ MBsy aqx uiqjxAV psAiooaxi piy x^d -ibiunjy jo ajBjg jo junomy : 0 00 : « : o o j 8 j 8 j • ao* : i> : j £ j c3 j •pan j OAi-jonp -ojjj raojj JBay joj atnoouj * es ^ O 0 : O cfcT • oo* oJc To O GO • H MML7 ih jo onx^A « « 0 0 000 0 e 0 0 0 0 O O O L- O O 00^0 O 0 0 000 0 ^000 0 0" o' cTcTcT 0 t> 10*10 o' cT — I O LO — Ci O CO(MOQO O rH x-i O r-l r—i •snjBi -Bddy opxxuaxog jo anxcA « : 0 000 : 0 i • : 0 000 : 0 : : • 0 ccccc • 0 • • 1 3' 1 1 i : <& : | : •cannay J3d SniSpox pan pjBog jo xso0 aSBJSAy © 00 : : : 0 10 0 0 0 10 : : : 10 00 1.0 *h rH : : ; tH CO -p : : : S O O qxdnx qoB3 oj uoxxxnx ioj oSJBqQ junuay © : SI 00 co -^moo ao on-^n o cx co ci^ci h eot^ 0 -j3 co 4> IB O S •? M ^ CJ c* ^ •33X aoxjBnpBJ£) jo janoray ! ® s» : : 0010 : now : : : : : : i : j 1 *33^ uoixBxnoxJjBi\r jo 'jnnoxay j ** I : : 00 : : :io : : : : : :oo 0 00:0 0 0 0 0 0 0 —0 : 0 0 01 0 1C 0 0 0 co 0 t 01 0 id* r-T co" c^T id* cc 0" | of of ’3SJT103 j 333X100 ax SJB3A jo joqxnn^ ^ ^ ^ ^ ^ ^ 3S.xnoo oqijuaiog sSdjxoo °J /J jo jb .xBdojcf 3Sinoo xxi sjb3a jo JaqcanNj 01 01 01 co : : coo co •asjnoo xboissbio 1 3S3XX°0°i A JOXBJBdS J St. Joseph’s College. | Kentucky Military In- | stitute. Concord College. Jefierson College (St. | Mary’s). M ashington College. Nebraska College. Methodist Episcopal Col¬ lege of Nebraska. South Orange, N. J... Allred Centre, N. Y... Brooklyn, N. Y . 1 Fordham, N. Y . ' New York, N. Y . New Athens, Ohio . Wilberforce, Ohio . j Corvallis, Oregon . Philomath, Oregon .... Lincoln University, Pa. Loretto, Pa . Philadelphia, Pa . Spencer, Tenn . . Sherman, Tex . j Bethany, W. Ya . ’ Seton Hall College. Alfred University. St. John’s College. St. John’s College. College of St. Francis Xa¬ vier. Franklin College. Wilberforce University. Corvallis College. Philomath College. Lincoln University. St. Francis College. St. Joseph’s College. Burritt College. Austin College. Bethany College. Memoranda to Table 49. Location. Name. Remarks. Greenwood, Mo . . . . Sedalia, Mo . La Grande, Oregon . Monmouth, Oregon . . Jeiferson, Pa . . 1 Lincoln College . i ; Sedalia Universitv . | Blue Mountain University.. ! Christian College . j Monongabela College.- . Suspended. ; Mail returned. Mail returned. ! Discontinued. 1 Discontinued. Distribution of College Students by States. In response to repeated calls for the information, Table 51 has been prepared, showing the distribution of college students by States. The data have been drawn from the catalogues of two hundred and eighty-eight col¬ leges, which publish the residences of their students. In all but thirty-one cases the catalogues were for the year 1887.1 In twenty-five cases the catalogues of 1885-86 were employed; in five those of 1884-85, and in one ease the catalogue of 1888. Students in preparatory and professional departments have been excluded save in the case of nine colleges, where distinction was impossible. In these, however, the majority of the students were known to be collegiate. The totals in Column 57, Table 51, show the number of students attending the col¬ leges of the respective States. The total at the foot of each column shows the number of students attending college from the State whose name heads the column. Reading the table from left to right the entry in each column shows the number of students in the colleges of the State named at the left of the line to be credited to the State named at the head of the column. Reading down a column the entries show in what States the students credited to the State whose name appears at the top of the column are attending college. Table 50 presents in a somewhat condensed form the particulars given in Table 51. Column 2 shows the number of college students credited to each State, and Column 3 the ratio of the same to the college population. Column 5 shows the total number cf students in the colleges of each State so far as known to the Office. The remaining col¬ umns show the geographical distribution of the students attending the colleges of tbe several States. By reference to Table 51, it appears from Column 57 that there were 432 students attending colleges in Maine1 Reading from left to right it appears that 373 of these were credited to Maine, 29 to N ew Hampshire. 2 to V ermont, 15 to Massachusetts, etc. Again, the total at the foot of Column 3 shows that Maine furnished 496 college students. Reading down the column it appears that 373 of these were attending col¬ leges in Maine, 17 in New Hampshire, 63 in Massachusetts, etc. This includes 1880-87, 1387, 1S37-S8. Table 50. — Summary of Statistics Showing Distribution of College Students. 714 EDUCATION REPORT, 1887-88. Distribution by Colleges. Number of Students from Each Geographical Section in Colleges of the State, and Ratio of Same to 1 Entire Number in Colleges of the State. Foreign. •oij'ua ^ I to ;&8oo2toS8 :gco3 !3i:i £ • jTOVI rttirtri jeor-i * j * j j • •jaqninjsi « [ ^ is01** H ! N s : : : : : : 5 . a c E o tn -r <0 ^ K- •oij^[ «« 1 ** i i Us i s ■- ’eirnei -rl • • : : : # * : : : : i uaqrann * 1 " 1 MMHrsa3a Iss50 j ! H ! 50 i ill ! d •§ S S.2 0.2 4d .► oq fc •OIJUJT s 1 *3 U 3 U^Sto S3 *u5'#<3>clt^'7jii>io -oobh ; | * V ed •jaqran^j « i * ! c,”a)st'§5§I !sb|3 j ic,^° s : : : = : ; Cg If 0.2 ■d£ tc •oijBa ^ 1 toic:.IototoioS8 : !» to : ^ £2 to • • j • rl ,_J ' r-i r-i :totojo ■ ‘moon to ! 1 rH I Maqtunsj © ! Hrt Ucoss°^ j^ss" | : : 1-1 : _T 1 II ic s.2 3 '3 <> o.2 cc’-*3 •oijbh © toStooBS? ;£toTOCT TO'#! TO ‘rlrlcir H TO » j g 3# § § g 53 TO ^ •laqtunsj -«-S«S8Sg igglgggp a o fi rt * 3 •eS o •oijua h s is § S’SSSgggSS ’ * p •jaqumm j © «aS8ISI8l [ggs--- H • - «“ rn : j •sajujg jo saSapoQ ux | oouupuajjy pqoj, j * I ISsllllsss llllssll® § TO' -Tcf TO :-T r-T •guij.iodaji sajujg xit saSaj; -IO0 jo aaqumsL J MriNOHC3 7!'K!M j TO TO TO r-< l> TO TO [ TO 1 j Distribution by States. •juapnjg oSapoo o^O ! o; (QAisniotii ZZ-91 j oSyaSapo^jo uoijBjndo,! M 1 SSSSSSSSS M38SSM1 S — uiojj sjuap -njg aSapo^ jo jaqmnjvi j ft sassassss i t— i TO' TO - r-T States. 7* HORTH ATLANTIC DIVISION. Maine . . . . . . New Hampshire . . Massachusetts . . . . Rhode Island . Connecticut . . New York . New Jersey . . Pennsylvania . . . . SOUTH ATLANTIC DIVISION. Delaware . Maryland . District of Columbia . Virginia . West Virginia . . North Carolina . . South Carolina . . . Georgia . Florida . . . . . SOUTH CENTRAL DIVISION. Kentucky . . . . . STATISTICS OF COLLEGES OF LIBERAL ARTS. 715 | : •„•• • I : : : 833S! :w&J5 r-; ‘eo : * ’ * |hh IS ! IS : : : 3>t~cowin • • ^ : : mhmo jeoeoN ; o i j PM3 : : : *. 1* fc H iili SSSSSS U Us • - • | • H« : : ssggg c-i : 0 : i Hip mi filial 1 00 l-T j : mmmms ef ciW sgssg rH 18 4 3 8 5 4 ^ciMmo^omncoos SliSll I : ; 52S3SfiSg!E3 §iii» 2,201 507 703 852 1, 494 271 30 IlSSSISSSSs > > | Colorado. New Mexico. i I j \<_ Utah. Nevada. o | Washington. a 1 o California. Total. 1 2 o Total Numbc a 2 44 45 49 1 4? 4S 43 50 51 52 53 54 55 56 57 NORTH ATLANTIC DIVISION. 3 3 3 1 432 1 2 1 3 231 2 . . . . 1 1 5 211 Q 1 1 i 2 3 32 48 31 2, 293 1 1 i . i g 3 2 243 3 q . 1 4 12 2(5 13 1,150 14 4 1 9 4 1 2 9 49 2,290 O I 1 i Q .6 13 8 790 23 3 1 i i 6 11 29 ! 2,376 SOUTH ATLANTIC DIVISION. Mar viand . 6 . 1 1 ...... 8 13 i 34 1,028 652 District of Columbia . ! ! 5 | 2 1 "i . i 1 1 10 9 Virginia . 5 ' 2 l . i 1 O 6 | 2 819 "West Virginia*. . 1 . . 192 North Carolina . . . . ! . 1 718 South O>irolina . 5 . 1 494 Georgia . . . . ••• 1 . 1 1 6i5 "Florida . . . . i l 79 SOUTH CENTRAL DIVISION. Kcntnc^v 1 12 18 2 4 6 11 1.415 1 3.090 Tennessee . 1 1 ! . 1 9 12 9 Alabama . 1 4 .... 17 434‘ Mississippi . 1 3 1 1 3 550 T oiijgjaim * .-TT . . . 8 i 3 676 Tfoi'vf* s . . . o 1 . 1 j 3 5 1,221 A. rlransas . 1 4 1 ! 162 Indian Territory . . 1 ! . NORTH CENTRAL DIVISION. Ohio , r. . 24 4 7 i 2 2 1 4 21 33 2,421 . . . s 1 1 4 6 1 859 Illinois . . . 23 2 2 1 . 1 1 6 12 73 2,013 IVIich i °*jvp q 1 7 rj 1 3 22 16 1,736 Wisconsin . 6 1 1 1 636 Minnesota . 4 1 1 2 "3” I 613 J owD- . ft . . . 1 16 7 7 3 1 . 351 Missouri . 15 1 4 1 2 1 8 O ! 1,165 P^tnt.n. tT.Tt _ T . 3 49 Nebraska, . 3 o 2 5 7 418 Tv ansa s . 9 3 16 4 1 1 25 9 761 WESTERN DIVISION. V ]VTnriffi.na . fITfTftTr ... 1 14 1 15 18 f!o]nrfldo 68 i . 68 1 73 W a sh i n P't nn Territory.. 2 1 68 3 72 74 Orpson . 5 1 . 9 136 50 195 197 California, . . 1 23 11 I 30 7 10 36 1, 354 l’472 19 1.5C5 Total . *288 OR 2 r 15 25 ! 29 | 30 1 10 [102 198 il, 520 1 2, 101 1 399 ,36,050 1 ! 1 l 1 i I SCHOOLS OF SCIENCE. 721 SCHOOLS OF SCIENCE ENDOWED BY THE NATIONAL LAND GRANT. Remarks on Table 52. Table 52 presents the summarized statistics of thirty-two institutions endowed by the land e;rant of 1862. To these must be added the Oregon State Agricultural College at Corvallis, which reports uo particulars beyond the fact that the present is the first year of its existence as an independent agricultural college, and fifteen departments of agri¬ culture and the mechanic arts, whose work cannot be exhibited separately from that of the universities of which they are parts (vid., p. 736). This gives a total of forty-eight institutions that have received the benefit of the na¬ tional land grant of 1862. Thirty-eight of these institutions have an officer of the Army or Navy detailed to act as professor of military science and tactics in accordance with the statute1 providing for such detail. Where a State has more than one school endowed by the national land grant of 1862, the school which is reported by the Governor of the State as most nearly meeting the requirements of existing law is held to have the first claim to the officer allotted to the State. So far not more than one detail for land-grant institutions has been made to a single State, so that five local departments in Georgia and one school in each of the following States, Massachusetts, Mississippi, Missouri, South Carolina, and Virginia, have not received the benefit of the law. 1 [Extract from the Revised Statutes of the United States as amended by the act of Congress ap¬ proved September 26, 1888.] Sec. 1225. The President may, upon the application of any established military institute, semi¬ nary or academy, college or university, within the United States having capacity to educate at the same time not less than one hundred and fifty male students, detail an officer of the Army or Navy to act as superintendent, or professor thereof ; but the number of officers so detailed shall not ex¬ ceed fifty from the Army, and ten from the Navy, being a maximum of sixty, at any time, and they shall be apportioned throughout the United States, first, to those State institutions applying for such detail that are required to provide instruction in military tactics under the provisions of the act of Congress of July second, eighteen hundred and sixty-two, donating lands for the establishment of colleges where the leading object shall be the practical instruction of the industrial classes in agri¬ culture and the mechanic arts, including military tactics; and after that, said details to be distrib¬ uted, as nearly as maybe practicable, according to population. The Secretary of War is author¬ ized to issue, at his discretion and underproper regulations to be prescribed by him, out of ordnance and ordnance stores belonging to the Government, and which can be spared for that purpose, such number of the same as may appear to be required for military instruction and practice by the stu¬ dents of any college or university under the provisions of this section, and the Secretary shall re¬ quire a bond in each case, in double the value of the property, for the care and safe keeping thereof, and for the return of the same when required: Provided , That nothing in this act shall be so con¬ strued as to prevent the detail of officers of the Engineer Corps qf the Navy as professors in scien¬ tific schools or colleges as now provided by act of Congress approved February twenty-sixth, eighteen hundred and seventy-nine, entitled “An act to promote a knowledge of steam-engineering and iron-ship building among the students of scientific schools or colleges in the United States; ” and the Secretary of War is hereby authorized to issue ordnance and ordnance stores belonging to the Government on the terms and conditions hereinbefore provided to any college or university at which a retired officer of the Army may be assigned as provided by section twelve hundred and sixty of the Revised Statutes. 46 ED 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 EDUCATION REPORT, 1887-88. Table 52. — Summary of Statistics of Schools of Science States. Professors and Instructors. Students. Number in Prepara¬ tory Department. Number in Collegiate Department. Total Number. Number in Pre¬ paratory Depart¬ ment. Number in | Collegiate ! Depart¬ ment. Number of Resi¬ dent Grad¬ uates. Total Num¬ ber. Male. Female. Male. Female. Male. i _ Female. Male. Female. 4 5 6 7 § 9 10 11 12 13 12 14 0 151 0 7 0 172 0 28 67 18 303 138 1 9 10' 27 11 44 25 0 2 71 38 0 31 3l! 0 0 271 0 20 0 291 0 0 5 5 0 0 17 0 0 0 17 0 8 17 0 19 0 36 0 6 8 27! f (4C l 51! >2) 18 (21 69 U 5 } ) f (6i l 190 71 29i 89 14 213 56 3 2 305 72 30 63 36 181 1 62 12 14 256 112 0 27 27 ol 0 2141 69 4 0 218 69 o! 22 22 0 0 312| 158 0 0 312 ' 158 4 ~9 13 88 25 168 45 256 ! 70 j 10 10 0 0 119: 4 8 0 127 4 8 8 9 0 40 0 0 0 49 0 12 96 798 25 10 0 808 25 0 20 20 . 0 0 294 19 1 0 295 19 3 4 24| 293 8 215 5 3 0 511 13 2 3 5 . ! | 50 0 0 9] 1 « o 0 38 1 o 0 0 33 0 0 15 15 0 0 84 0 1 0 85 0 0 79 79 0 0 (915) (5 2) 865 102 20 64 13 78 12 0] 0 142 25 11 125 54 17 1 142 55 0 17 17; o 0 211 o1 3 0 214 0 • 9 64 10 0 140 0 0 r 1 si 5) 1 ° • V7 o d 19 £ tfl a a c — ? 20 2.500 $6,000 4,000 12,731 1.500 10,000 6,000 4,000 1,000 4,000 17,000 4,800 S, 500 7,454 5,000 2,500 7,400 9, 168 5, 841 800 23,000 92,000 4.500 1.500 2,000 7.500 4, 000 4,000 500 60,000 50,000 60.000 soiooo 10,000 17,500 2,000 7,385 89, 195 17,827 1,000 8,000 438; 344 12,500 1,500 20,000 3,025 21 $3o0, 000 55,000 70,000 40,000 40,000 400,000 270,000 300,000 160.000 200, 000 175,000 75,000 833, 840 296, 042 65,000 67,500 922, 236 400,000 60,000 214,662 546,866 221,963 915,507 5,541,146 0 h Ph 5 a a a o o cflB 36 37 $32,799 41,500 28,000 81,948 4,980 18,420 21,935 62, 070 46,000 60,000 52,725 36,600 43. 550 7; 142 235,605 87, 112 32, 292 7, oOO 10, 873 20,000 291.271 147,600 20,000 35, 280 130,205 . 25 8 9 L0 . da 101,000 15 0 16 0 17 . ...18 0 19 . i 20 61, 500i 21 . «5|S . ! 24 512, 319233,8141, 555, 507163, 000 27 724 EDUCATION REPORT, 1887-88. The conditions "brought to view by the statistical records of two successive years show comparatively little change in the status of a class of institutions like those under con¬ sideration. The total of State appropriations for 1887-88 exceeds the amount reported in 1886-87 by $114,481. Omitting Oregon, whose agricultural college makes no report this year, fourteen States made larger appropriations than in 1886-87, their excess amounting to $161,707. Eight States made smaller appropriations, the total decrease for these being $44,755. This shows for the States represented both years a net increase of $116,952 in State appropri¬ ations. Of the total income reported, viz, $1,555,507, productive funds yielded 41.75 per cent. ; State or municipal appropriations, 32.93 per cent. ; tuition fees, 15.03 per cent., leaving a small portion unaccounted for. The total of benefactions received by these institutions in 1887-88 amounted to $163,- 000, divided among four institutions, as against $302,810 in 1886-87, which was distrib¬ uted among nine institutions. PROGRESS IN FIVE YEARS. In the case of individual institutions, the detailed statistics reported in one year vary but little from those of the next year. The changes that take place during a term of years are more significant. The following tabulation shows the relative status of twenty-six land-grant colleges as regards increase or decrease in the number of instructors and students, and the value of productive funds according to the statistics reported in 1882-83, and in 1887-88. The Florida State Agricultural College has been organized during the period, and consequently does not appear in this study. The five colleges of Georgia are also omitted, as changes that have taken place in their organization would make the comparison mis¬ leading. It is hoped that the data for completing this view and extending it through the successive years may be secured in time for use in the next Report. Table 53. — Shoiving for the Colleges Endowed with the National Land Grant the Percent¬ age of Increase or of Decrease in Instructors, Students, and Productive Funds in 1887-88, as Compared with 1882-83, according to lleturns made to this Office. Name. State Agricultural and Mechanical College (Alabama Polytechnic In¬ stitute). Arkansas Industrial University . . State Agricultural College (Colorado) Sheffield Scientific School of Yale University. Delaware College... . University of Illinois . . Purdue University . Iowa Agricultural College . . . Kansas State Agricultural College.... Agricultural and Mechanical Col¬ lege of Kentucky. Maine State College of Agriculture and the Mechanic Arts. Maryland Agricultural College . Massachusetts Agricultural College.. Massachusetts Institute of Technol¬ ogy. Michigan State Agricultural College.. Agricultural and Mechanical College of the State of Mississippi. Alcorn Agricultural and Mechanical College. Missouri School of Mines and Metal¬ lurgy. New Hampshire College of Agricult¬ ure and the Mechanic Arts. Scientific School of Rutgers College... Cornell University . Pennsylvania State College . . Claflin University . State Agricultural and Mechanical College of Texas. Virginia Agricultural and Mechan¬ ical College. Hampton Normal and Agricultural Institute. Instructors. Students. Productive Funds. Increase. Decrease. Increase. Deorease. Increase. Decrease. Per cent. Per cent. Per cent. Per cent. Per cent. Per cent. 33 37.6 . 2 75 6.52 150 34.57 14.81 55. 61 16. 6G 80 0 0 11.53 10. 55 . 41.06 11.44 31.43 35 .7 . G 57. 14 50.64 38. 82 15.57 0 o 11.11 52.32 76.33 14.28 3. 06 7.14 17.7 50. 95.35 43 7.45 66. 66 43. 83 32.23 21.44 9.78 13.2 4.03 0 o 20 3.75 18.18 13,63 32.27 7.14 57.4 68.08 125. 78 238. 76 25 60. 57 0 0 2S0 88. 88 17.05 2.45 3.4 4. 55 8 41.35 119. 36 SCHOOLS OF SCIENCE. 725 Distribution op Students in Practical Work and in Degree Courses. Table 54 sho\% the distribution of the students in the land-grant colleges in the various lines of practical work as reported to this Office the present year, andaiso the distribu¬ tion of the students in the collegiate departments in the several degree courses. It will be observed that the totals in the second column, which have been used as the basis iu determining the percentages of students in practical work, include all students, while the totals iu the twentieth column, used as the basis of the second series of com¬ putations, include only the students in the collegiate department. The nineteenth column of the table shows the status of military tactics in the col¬ lege; V, indicating that the exercise is voluntary; O, obligatory, and N, no information. 726 EDUCATION REPORT, 1887-88. STATISTICS OP SCHOOLS OF SCIENCE. 727 I 8 1.0 *1 •2 O s I v | 5S 00 8 00 CQ '+'-99 © oo ^ ^ &.8 S 2? -X' 5)j 1^ o *5 ^ o A I <» 6 x U I o^HiSanoo Ijo^iiaoaatj ’Jtaqran^i W| | tO CO .w © I’ojtuSanoo *®. ^ SO g ijo'juaa ia j; | ® j •jaqtnnk^ «a 1 U © s o ■8 c3 >,o •12 o BS || 5i n oS cj uj i r- r~ i'-* tp i 00 lO ■’i' © •'S' ' o’ o © © O ■ NOlOI>ffnQO c. r-l X ■ NXOO t CO I> LO ©4 Ol C3irst~ : co co © — oci'joi i> lo i> >-) l-( • 1—i HO CO- r-i oi • io «© • icj - © CC I> p- OI •<*< © - t> CO OOOOr OI OI OI -C -» rX U 03 33 - 3 2 S20 ■g’S'S © ®°aSS5;o ^ Sjoj ft Z'a .g a gS< £ Zv g g ba ^ rt rtja 55 §1“ e-sis fisfea^-S © © 2.£- ^ 3 o © * S3 =* H SOSO iH NCO-CICC40r-INCO^;iOOt-COC4 a Also six graduate students in M. S. course, b Also three graduate students in M. S. course. c This includes B. C. E. and B. M. E. 728 EDUCATION REPORT, 1887-88. Effect of the Hatch Act. The appropriation of $15,000 to each State bv the General Government* for the main¬ tenance of experiment stations has had a very stimulating influence upon the agricult¬ ural departments of the colleges here considered. An inquiry as to the relation of the colleges with the State stations was included in the forms issued for them the present year. The information thus elicited is here sum¬ marized: Name. The Status of Land Grant, Agricultural and Mechanical Colleges with respect to Experimental Stations. State Agricultural and Mechanical College (Alabama Polytechnic In¬ stitute). Arkansas Industrial University . University of California (College of Agriculture. State Agricultural College (Colorado). Station established by college; enlarged by Hatch fund. None. Conducts experimental station with aid of State appropria¬ tions. Under Hatch act, Feb., 1888, station united with central station at college ; four auxiliary stations established else¬ where in State. Sheffield Scientific School of Yale University. Delaware College . State agricultural station connected with college. State Agricultural College (Florida)... State agricultural experiment station under provisions of | the Hatch bill. State College of Agriculture and the i Mechanic Arts (University of Georgia). South-west Georgia Agricultural College. North Georgia Agricultural College... West Georgia Agricultural and Me- j chanical College. Middle Georgia Military and Agri- j cultural College. South Georgia College of Agriculture and the Mechanic Arts. University of Illinois . Purdue University . . . Iowa Agricultural College . Kansas State Agricultural College.... Agricultural and Mechanical College of Kentucky. Louisiana State University and Agri¬ cultural and Mechanical College. Maine State College of Agriculture and the Mechanic Arts. Maryland Agricultural College . Massachusetts Agricultural College...! Michigan State Agricultural College- University of Minnesota . ! Agricultural and Mechanical College of the State of Mississippi. Alcorn Agricultural and Mechanical ! College (Mississippi). Missouri Agricultur 1 and Mechani¬ cal College (University of Missouri). Missouri School of Mines and Metal¬ lurgy (University of Missouri). Industrial College of the University of Nebraska. University of Nevada . New Hampshire College of Agricult¬ ure and the Mechanic Arts. Scientific School of Rutger’s College..1 Cornell University . ! Agricultural and Mechanical College } of the U niversity of North Carolina. j Ohio State University . I None. State agricultural experimental station, a department of the university; president of university presiding officer; work¬ ing forces distinct. Station established at university. Under Hatch bill, experimental station, a department of the college. Station a department of the college, under a council of pro¬ fessors. Agricultural experimental station a department of the col¬ lege ; established in 1885. State experimental station located on college grounds. State experimental stsftion under Hatch bill, a department of the agricultural department of the college. Agricultural experimental station under college trustees ; president of college director ; other officers, and also funds, distinct. No relations except president of college and two trustees, members of board of control. State experiment station, a department of the college under Hatch bill ; governed by State board of agriculture; presi¬ dent of college, director. University professor of agriculture, director of station ; staff and equipment enlarged under provision of Hatch act. State agricultural experiment station a department of the college. Connected with station. Connected with station. Station part of the college, funds separate and devoted to purposes indicated in Hatch b ll. Station in part under same management as college ; dis¬ tinct organizations and lines of work. Appropriations under Hatch act given in charge of uni¬ versity for purposes specified. Connected with station. Connected with station. * For the full provisions of the Hatch act, authorizing the appropriation, see p. 729. SCHOOLS OF SCIENCE. 729 Name. j The Status of Land Grant, Agricultural ami Mechanical Colleges with Respect to Experimental Stations. State Agricultural College (Oregon)... Pennsylvania State College . Station a distinct department under Hatch nc-t, aided by State appropriations; part of the station stafl' connected with college faculty. Brown University . South Carolina College of Agricult- State stations distinct from college, ure and Mechanic Arts. Claflin University . None. University of Tennessee and Agri- j Connected with station, cultural and Mechanical College. 1 State Agricultural and Mechanical Agricultural experiment station a department of the college. College of Texas. University of Vermont and State i Agricultural College. Virginia Agricultural and Mechani- Station a department of the college, cal College. Hampton Normal and Agricultural None. Institute. "West Virginia University . University of Wisconsin, College of Connected with station. Arts. THE HATCH BILL. {Approved March 2, 1SS7.1 AN ACT to establish Agricultural Experiment Stations in connection with the colleges established in the several States under the provisions of an act approved July 2, 1S62, and of the acts supple¬ mentary thereto. Sec. 1. Be it enacted by the Senate and Souse of Representatives of the United States of America in Congress assembled, That in order to aid in acquiring and diffusing among the people of the United States useful and practical information on subjects connected with agriculture, and to promote scientific investigation and experiment respecting the prin¬ ciples and applications of agricultural science, there shall be established, under direction of the college or colleges, or agricultural department of colleges, in each State or Terri¬ tory established, or which may hereafter be established, in accordance with the provis¬ ions of an act approved July 2, 1862, entitled, “An act donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts. " or any of the supplements to said act, a department to be known and designated as an “ Agricultural Experiment Station: *? Provided. That in any State or Territory in which two such colleges have been or may he so established, the appro¬ priation hereinafter made to such State or Territory shall he equally divided between such colleges, unless the Legislature of such State or Territory shall otherwise direct. Sec. 2. That it shall be the object and duty of said experiment stations to conduct original researches or verily experiments on the physiology of plants and animals; the diseases to which they are severally subject, with the remedies for the same; the chem¬ ical composition of useful plants at their different stages of growth ; the comparative ad¬ vantages of rotative cropping as pursued under a varying series of crops; the capacity of new plants or trees for acclimation; the analysis of soils and water; the chemical com¬ position of manures, natural or artificial, with experiments designed to test their com¬ parative effects on crops of different kinds; the adaptation and value of grasses and for¬ age plants; the composition and digestibility of the different kinds of food for domestic animals; the scientific and economic questions involved in the production of butter and cheese; and such other researches or experiments bearing directly on the agricultural industry of the United States, as may in each case he deemed advisable, having due re¬ gard to the varying conditions and needs of the respective States or Territories. Sec. 3. That in order to secure, as far as practicable, uniformity of methods and re¬ sults in the work of said stations, it shall he the duty of the United States Commissioner of Agriculture to furnish forms, as far as practicable, for the tabulation of results of in¬ vestigation or experiments; to indicate, from time to time, such lines of inquiry as to him shall seem most important; and, in general, to furnish such advice and assistance as will best promote the purposes of this act. It shall be the duty of each of said sta¬ tions, annually, on or before the first day of February, to make to the Governor of the State or Territory in which it is located, a full and detailed report of its operations, in¬ cluding a statement of receipts and expenditures, a copy of which report shall be sent to each of said stations, to the said Commissioner of Agriculture, and to the Secretary of the Treasury of the United States. 730 EDUCATION REPORT, 1887-88. Sec. 4. That bulletins or reports of progress shall be published at said stations at least once in three months, one copy of which shall be sent to each newspaper in the States or Territories in which they are respectively located, a ad to such individuals actually engaged in farming as may request the same, and as far as the means of the station will permit. Such bulletins or reports, and the annual reports of said stations, shall be transmitted in the mails of the United States free of charge for postage, under such regulations as the Postmaster-General may from time to time prescribe. Sec. 5. That for the purpose of paying the necessary expenses of conducting investiga¬ tions and experiments, and printing and distributing the results a3 hereinbefore pre¬ scribed, the sum of $15,000 is hereby appropriated to each State, to be specially pro¬ vided for by Congress in the appropriations from year to year, and to each Territory entitled under the provisions of section eight of this act, out of any money in the Treas¬ ury proceeding from the sales of public lands, to be paid in equal quarterly payments on the first day of January, April, July, and October in each year, to the treasurer or other officer duly appointed by the governing boards of said colleges to receive the same, the first payment to be made on the first day of October, 1887; Provided, however, that out of the first annual appropriation so received by any station an amount not exceed¬ ing one-fifth may be expended in the erection, enlargement or repair of a building or buildings necessary for carrying on the work of such station; and thereafter an amount not exceeding five per centum of such annual appropriation may be so expended. Sec. 6. That whenever it shall appear to the Secretary of the Treasury from the an¬ nual statement of receipts and expenditures of any of said stations, that a portion of the preceding annual appropriation remains unexpended, such amount shall be deducted from the next succeeding annual appropriation to such station, in order that the amount of money appropriated to any station shall not exceed the amount actually and neces¬ sarily required for its maintenance and support. Sec. 7. That nothing in this act shall be construed to impair or modify the legal re¬ lation existing between any of the said colleges and the government of the States or Ter¬ ritories in which they are respectively located. Sec. 8. That in States having colleges entitled under this section to the benefits of this act, and having also agricultural experiment stations established by law separate from said colleges, such States shall he authorized to apply such benefits to experiments at stations so established by such States, and in case any State shall have established, under the provisions of said act of July 2 aforesaid, an agricultural department or ex¬ periment station in connection with any university, college, or institution not distinc¬ tively an agricultural college or school, and such State shall have established, or shall hereafter establish a separate agricultural college or school, which shall have connected therewith an experimental farm or station, the Legislature of such State may apply in whole or in part the appropriation by this act made, to such separate agricultural col¬ lege or school, and no Legislature shall, by contract, express or implied, disable itself from so doing. Sec. 9. That the grants of moneys authorized by this act are made subject to the leg¬ islative assent of the several States and Territories to the purpose of said grants: Pro¬ vided, That payments of such instalments of the appropriation herein made as shall be¬ come due to any State before the adjournment of the regular session of its Legislature meeting next after the passage of this act shall be made upon the assent of the Governor duly certified to the Secretary of the Treasury. Sec. 10. Nothing in this act shall be held or construed as binding the United States to continue any payments from the Treasury to any or all the States or institutions men¬ tioned in this act; but Congress may at any time amend, suspend, or repeal any or all of the provisions of this act. Table 55.— Statistics of Schools of Science Endowed with the National Land Grant for 1887-88.— Part I. STATISTICS OF SCHOOLS OF SCIENCE. 731 •sdiqsjcioips «U10 5* 0 0 ! i 0 0 •sciui&njioqos 9WS ?, | ° i °a g | j ° | | | ° •sdiqsAionad © j © •©: jo j © © : © : 5 : : : : •sdiqsaoss3jojooc>© s *8tntistics of 1886-87. a Statistics of l 732 EDUCATION REPORT, 1887-88. STATISTICS OF SCHOOLS OF SCIENCE, 733 s : O®© : © : : § sgo : : g ! o o j©° 1 : : © - * tffl < •innuuy jad SuiSpog puE pjEOg jo jsoq a.gujaAy •pang qoEa oj uoijmi joj agjEqo pmuuy I e* •aag uoijEnpEJQ jo junomy uoije[U0ijjex\I jo junoray •XjEjq -ig ui saranpA jo jaqurn^ •asjrioQ aSagoo ui gjua^ jo jaqumjsl •as.moQ jCjoj -EJEdajg ui ejEaji. jo aaqum^ O CO O O I>0 $0 of © o o o o 00 ^ co ^ Tfl M .Jh bfl 0 & a © o §-30^ OQOO o o o o ooowo Doowo O O © t> CO HOOH 8*1 Cl O Q CJ O O © © o 01 p LO OlOOCOO o 38888 00 O O © OJ wVToercT (NnOCO CHO O O 3888 CO 10 o' o' of > o o < S88S 8S888 TP (N CO H d >CCOO 1888 PUOM wcno : wo o §0 O C WO aoiOTf t>r-Too'l> CO O WO O WO 88 iS o Sb « ,o»^ ® <3 1§I1 3 HiS 3 c3 J3 cSCd •j » ^ s 3 2h 'G 35 45 .2^.2® bh$ Sb2 45 <3 450 §J§ 02 o © S S', o j?o ll til §fs >» 60 O ©■3 bug 45 C, bc£ ©C ©°E-i- OS'S 8^ be cS o ^ © 45* ^ a2S»?S3®S» 0-3 .111“ Jill* llilljipi^ fife 02(2:? S 02 S "3 2 Si's ® » ^ d 0^ 'S ©_ .o< '■ffp'C® s «c« fl S •< "I-S03 J |5gl|g|| 3 3 dd H to bO bC^ ^ os < © ©^ 05 m L*~ 3 3 3 jj 3J3 33 c« e« « g bfl cj C3 ^ oq ^ rl S S 3.2 H04C0t|< 530J>K)05 Q t-H NtO^JlOtO r- STATISTICS OF SCHOOLS OF SCIENCE. 735 ! ° ililj M : :o : : : : : : i : 5 : § B i gf i IS11I s s' £§§'££ a 3 j I : L ;r§ i ° IS i I g I t-T CO t> '|g§ i ass a § § ! *•- »- i e is! 1 1 1 K 8‘ g g i * § i i §ir§ a t m i i . ! I I | : 8 ill! I 1W * B i i §3iii i - «§s~gf - ! 3 | g ||§g| g s ° I 8 o »ooc:o OJ NOOMl !° i‘ 736 EDUCATION REPORT, 1887-88. List of Agricultural and Mechanical Colleges whose Work cannot he separated from that of the State Universities of which they are Dejmrtments. (See Table 49.) Location. Name. Berkeley, Cal . Athens, Ga . JBaton Rouge. La . Minneapolis, Minn... Columbia, Mo . Lincoln. Nebr . . Reno, Nev . Chapel Hill, N. C . Columbus, Ohio . Providence, R. I . Columbia, S. C..... . Knoxville, Tenn . Burlington. Vt . Morgantown, W.Va. Madison, Wis . College of Agriculture, Mechanics, Mining, Engineering, and Chem¬ istry (University of California). Georgia State College of Agriculture and Mechanic Arts (University of Georgia). Louisiana State University and Agricultural and Mechanical College. College of Agriculture and Mechanic Arts (University of Minnesota). Missouri Agricultural and Mechanical College (University of Missouri). Industrial College of the University of Nebraska. University of Nevada. Agricultural and Mechanical College (University of North Carolina). Ohio State University. Agricultural and Scientific Department of Brown University. South Carolina College of Agriculture and the Mechanic Arts (Uni¬ versity of South Carolina). University of Tennessee and Agricultural and Mechanical College. University of Vermont and State Agricultural College. Agricultural Department of West Virginia University. College of Arts (University of Wisconsin). The details presented in Tables 52 to 55 make a very full exhibit of the actual work and resources of the land-grant colleges for the current year. They suggest also the varied development of the institutions as determined by locality and resources. The year has, however, been characterized by great activity in respect to many particulars that do not admit of tabular presentation. Information concerning these compiled from reports, catalogues, and other official sources is embodied in the following statements: Cornell University , which has the largest endowment of any of the land-grant colleges, and is one of the five richest foundations in the country, embraces a full classical and scientific curriculum corresponding to that of the arts colleges in general; five technical courses, graduate courses, and two professional schools. The ample endowment and full equipment of this university, the ability of its faculty, and the scholastic standards maintained, justly entitle it to rank among institutions of the highest order. Place has been given to it in the special tabulation of foundations comprising groups of faculties or schools. It should be observed, however, that while Cornell consists of schools and colleges bearing distinct names and having distinct functions, as the “Sibley College of Mechanical Engineering and Mechanical Arts,” “The College of Agricult¬ ure,” etc., the students are not matriculated in schools, blit are grouped for certain studies, and are under the general direction of a single faculty. To this arrangement the school of law is an exception. The libraries of the university are three in number: The General University Library, containing 62,000 volumes; the President White Library of History and Political Science, 30,000 volumes, and the Law Library, 4,500 volumes. The additions to the equipment reported lor the present year are seven thousand five hundred dollars from the Hon. Hiram Sibley for Sibley College; eight thousand from Hon. Henry M. Sage, to equip the department of Greek; forty-five thousand from A. S. Barnes, Esq., for Christian Association Hall, and one thousand from Mrs. A. S. Barnes for Shakespeare prize. Land-Grant Colleges whose Curricula Include a Classical Course. Omitting Cornell University, the remaining institutions here considered present a va¬ riety of educational schemes, combining general and technical courses in diverse pro¬ portions. Six of the number report classical courses leading to the degree of A. B. Among these is the University of Illinois, one of the richest and most highly organized of the laud-grant colleges. Its endowment from the land grant was increased at the first by donations of property by Champaign County valued at above four hundred thousand dollars, and has been fur¬ ther augmented by large appropriations from the State of Illinois. Successive colleges and schools have been added as required until four colleges, includ¬ ing eleven distinct schools, have been organized. The present productive fund of the university is exceeded only by that of one other institution in the State, and the value of its property and scientific apparatus by none. Its domain comprises 623 acres, including stock farm, experimental farm, orchards, nurseries, etc. The buildings are fifteen in number, all appropriated to scholastic pur¬ poses, as the university makes no provision for boarding and lodging students. Among SCHOOLS OF SCIENCE. 737 noticeable features in the equipment are the art gallery and the museum of industrial art. The faculty is large and efficient. The proportion of students taking the classical course has always beeu small; this year it is less than two and a half per cent, of the entire number. The remaining land-grant colleges reporting an A. B. course are as follows: Arkansas Industrial University, Delaware College, Southwest Georgia and North Georgia Agri¬ cultural Colleges, and the Agricultural and Mechanical College of Kentucky. These colleges, it will be seen, are in the section of the country in which the move¬ ment for scientific and technical training is of recent origin. In common, however, with the other land-grant colleges of the same section they have felt the impulse of the move¬ ment, and are making provision for courses in theoretic and applied science as rapidly as circumstances permit. The trustees of Arkansas Industrial University endeavored, from the first, to with¬ stand the prejudices which they encountered against non-classical colleges, and have not ceased to urge upon the State Legislature the need of enlarged appropriations to supply the material appliances for scientific and technical instruction". In 1885 their efforts were seconded by the joint committee of the Legislature; nevertheless that body, as it appears from the report of the trustees for 1886, “limited the appropriations for the two years ending June, 1887, to the estimates submitted for continuing the system of in¬ struction, upon the basis which had been followed substantially from the opening of the institution, namely, the usual curriculum of literary colleges.” In their report for 1886 the trustees say: “The board, although anxious to take the responsibility and meet the manifest wishes of a majority of the citizens of the State in the matter mentioned, were thus left without adequate means to effect these much- desired reforms. However, they determined to make an effort, and in reorganizing the scientific departments prepared courses of in¬ struction that could be practically utilized in the direction sought. “ By close calculation they were enabled to divert a portion of the general fund at their command and organized, on a limited scale, a manual training school for boys, which they feel satisfied, as far as it has been developed, fully justifies their efforts in that direction. * * * Underlying this department, and as a basis for its future de¬ velopment, a course of free-hand and mechanical drawing was established, and a branch of industrial art for girls connected therewith, and the board feels gratified with the re¬ sults of this work as far as the limited experiment has been carried.” The report for the present year states that, ‘ ‘ in order further to emphasize the agri¬ cultural and mechanical departments, the late Legislature, in what is known as the Bar¬ ker bill, while making a handsome appropriation to each of these leading departments, ordained that all male beneficiaries should pursue one of these courses, restricted the subjects to be taught to beneficiaries, and fixed the number and character of the pro¬ fessorships. The evident design of the Legislature was to respond to the demands and needs of the State, by creating an agricultural and mechanical institution, with such subsidiary courses as the amount of the appropriation would allow. The present board of trustees and faculty of the institution, aware of the necessities of the State, and fully in accord with the policy outlined by the Legislature, have done all in their power, in laying out the appropriation and drawing up the courses of study, to meet the wants, bcth of the great mass of the people of the State, as well as the minority also, in a sub¬ sidiary way. We are fully persuaded that the agricultural and mechanical courses here offered and the facilities afforded by the legislative appropriations will enable us to turn out graduates in these departments that will compare favorably with those of any other school, while at the same time, with little or no additional cost to the State, strong clas¬ sical and normal courses have been laid down.” Land-Gbant Colleges Offebjng only Scientific and Technical Coubses. Twenty-one of the colleges included in Table 55 confine their curricula to scientific and technical courses. The law of supply and demand as affecting the practical charac¬ ter of their work is strikingly illustrated by the recent history of the Alabama State Agriculture and Mechanical College. Under the impulse communicated by the develop¬ ment of the rich mineral resources of the State and the sudden expansion of mining and engineering interests within its borders, the college has become a ‘ ‘ distinctive school of industrial science or polytechnic institute. ” Its present organization and equipment were fully described in tire Commissioner’s Report for 1886-87. The building operations, which, as mentioned in that Report, were begun immediately after the disastrous fire of June 24, 1887, have been vigorously prosecuted. The interest manifested in the work makes it certain that appropriations sufficient for its completion upon the present plans will be forthcoming. 47 ED 738 EDUCATION REPORT, 1887-88. SHEFFIELD SCIENTIFIC SCHOOL. Recent events in the history of the Sheffield Scientific School have brought to light some interesting particulars as to the work of the school, and as to the popular demand for the special instruction for which the Congressional grant was designed to make pre¬ vision. In his report for 1887, already quoted, President Dwight, referring to these events, says: “ As the result of a misapprehension on the part of some persons as to the exact mean¬ ing and intention of the Congressional act of 1862, under which the Legislature of the State of Connecticut gave to the Sheffield Scientific School the income of the fund ob¬ tained from the sale of the land scrip which fell to the share of this State, a question was brought before the Legislature, at its session in 1886, as to the propriety of continu¬ ing the payment of this income to the school and the possibility of discontinuing it. Alter a careful examination into the whole subject by a committee of the Legislature, which made its report in 1886, and a full hearing of all parties concerned by another committee in 1887, the Legislature adopted, on the 30th of March in the present year, the following resolution* ‘ ‘ ‘ Resolved by this Assembly. That the act entitled an act appropriating to the Shef¬ field Scientific School of Yale College the proceeds of land assigned to the State by act of Congress approved July 2d, 1862, passed by the General Assembly of Connecticut at the May session of 1863, and approved June 24, 1863, and the agreement of the Presi¬ dent and Fellows .of Yale College, executed in accordance with the provisions of said act, together constitute a binding contract inviolably securing to said corporation the in¬ come of the fund provided for in said act so long as said corporation shall continue on its part to comply with the terms and conditions of said contract. ’ ’ ’ This resolution was passed by the Legislature without any dissenting voiceband was approved by the Governor of the Commonwealth. It is a matter of gratification to the president and fellows, also to the governing board of the school, that the thorough and careiul review of the whole subject by the highest authorities of the State, has thus set aside all temporary misunderstandings of the case, and that the contract between the State and the president and fellows has been reaffirmed. From the annual statement of the governing board of the school for 1886, it appears that the sum realized by Connecticut from the sale of its scrip was $135,000. By the terms of the contract between the State and Yale College, devoting to the latter the in¬ terest of this fund, gratuitous instruction must be furnished by the school to such a number of students from the State as would expend a sum equal to one-half the inter¬ est for the year in paying for their instruction were they charged the regular rates. The school has not only acted np to this requirement, but has generally had on its rolls for gratuitous instruction a larger number of State scholars than the complement. With respect to the class of students who have sought the benefit of the provision, the report of the governing board says: ‘ { Neither in the studies related, to agriculture or the mechanic arts was there at first any wide-spread demand, apparently, for the instruction furnished. Nor need it be denied that in the case of the former this indifference has largely continued. The same causes which have operated to prevent large numbers from pursuing the scientific study of agriculture in every other State have operated here also. Every careful observer sees what they are : they do not need to be discussed in this place. They will become less and less influential with the progress of time, but it will be long before they cease to exert great influence. The result has most certainly been that the school has had but few students who cared to devote themselves to the special study of the science of agriculture. ‘ ‘ But Connecticut is likewise a great manufacturing State. It was not long before the advantages here presented came to the knowledge of the young men who wished to ac¬ quire scientific training in subjects related to the mechanic arts. The number of appli¬ cants from this source increased rapidly, and speedily took up every free scholarship to which the State was entitled. ’ ’ A subject of special interest has recently been pressed upon the attention of the gov¬ erning board ; namely, “The addition of a fourth year to the course of study, so as to make the course required for the attainment of the degree of bachelor of philosophy cover the period of four years instead of three, as at present. ” With respect to this propo¬ sition, President Dwight observes : “ It would place the degree of bachelor of philosophy, in respect to the matter of time, in the same position as that of bachelor of arts. 5 ’ It is felt by many of the wisest and most thoughtful men in the university, both in the school itself and outside of it, that this addition of a fourth year would be a very desirable addition. A large proportion of the graduates of the school also, as it is believed, are disposed to hope for the addition, and to favor it as soon as the funds at command may render it practicable. After very careful consideration of the subject, however, it is the opinion of the director of the school and of his associates in the governing board — an opinion in which the president concurs — that, in order to a successful meeting of the SCHOOLS OF SCIENCE. 739 demands in the -way of additional instructors and other necessary means to the end, a sum of at least two* hundred and fifty thousand dollars would be needed, and that, un¬ til the funds can be increased by this amount, it would not be in accordance with the best wisdom to make this change. The end is a desirable one, but the movement to- waids it should be sure and safe. In connection with this prolongation of the course of study, or even before it shall be realized, and as preparing the way for it, the addition of further laboratories and lecture-rooms, already alluded to, will be very desirable, and even essential. George J. Brush, director of the Sheffield Scientific School, makes the following state¬ ment as to its status: “The Sheffield Scientific School is a part of Yale University, having the benefit to a greater or less degree of its libraries, scientific apparatus, grounds, buildings, etc., and it is under the general management of the president and fellows of the university. The State of Connecticut gives us the income derived from the amount realized from the sale of lands granted by Congress in 1862; this income is now $6,750 each year. We main¬ tain in the Sheffield Scientific School sixteen (16) professors who devote their whole time to its interests, and besides we employ fifteen other instructors in various sub¬ jects taught in the school. This year the amount paid out for salaries of professors and instructors in the Sheffield Scientific School will be $57,550, and our general expenses amount to about $7, 000, making a total of over $64,000; and that does not include the cost of management and maintenance of the libraries and museums of the university, the advantages of which we share in common with other departments of the institution. ” The Agricultural and Mechanical College of Mississippi was opened in 1880. From the beginning the board of trustees determined to make all instruction subserve the leading object defined in the land-grant act, viz, the “promotion of agriculture and the mechanic arts. : ' Recognizing that the former was, and for many years must continue to be, the main interest of the State, and seeing “the needs of an improved system of agriculture/’ they concentrated their efforts first of all upon the agricultural department. The success of the college upon the plan indicated gives particular interest to the re¬ port of its operations. In addition to the college building, professors’ houses, etc., the college possesses a well- stocked farm of about two thousand acres, chemical laboratory, and valuable scientific apparatus. Instruction in the department of agriculture embrace^ the lectures of the class-room and the ‘ ‘ knowledge gained by the student in the regular work of the field and in an in¬ timate association during his whole course with the large and well-equipped farm.” The college provides for the student not merely experiment work, but a business farm. He not only has the advantages offered by an experimental farm, but he helps ‘ ‘ to cul¬ tivate crops varying in extent from ten to one hundred or more acres.” A special course in dairy husbandry is provided, with facilities for practical work in the creamery. In the department of horticulture instruction is also carried on by lectures and garden work. In their report, dated July 6, 1887, the trustees state that “ the real productive value of the farm has about doubled. This farm has not received a cent from the college fund in three years and annually clears a profit which has been invested in improvements and stock. “For the support of the college for the yearn 1886 and 1887, the Legislature appro¬ priated $50,000; for these two years the college share of the interest on the land-scrip fund was $9,857; total receipts for the two years $59,857, making for each year $29, 928, in round numbers $30,000. During that time the college had 691 students in attend¬ ance. Many were turned away in 1886 for want of room to lodge them, and in 1887 as many were turned away as were received, for the same reason. 5 ’ The actual annual expenses of a student attending the college are estimated at $124.10, excluding all clothing save the uniform. In the Sophomore year this amount is increased by $12 for chemicals. This amount may be reduced by the labor of the student. The annual cost to the State for each student exclusive of the amount paid them for labor is estimated at $232.46. The trustees find upon inquiry that about fifty-six per cent, of those who have attended the college are engaged in farming. The land-grant colleges in the group of States formed outjof the North-West Territory, with those of Iowa and Kansas, have given special prominence to the agricultural and industrial features contemplated in the land-grant act. The reports of successive years show continuous progress in these respects. As facilities for preparatory instruction are multiplied, the colleges axe relieved of elementary work. 740 EDUCATION REPORT, 1887-88. Iowa Agricultural College makes a report to tliat effect the present year, the prepar¬ atory class having been discontinued in 1887. The Michigan Agricultural College is enlarging its facilities in the direction of the mechanic arts without diminishing at all the strength of its agricultural department. Experimental work for the promotion of agriculture and horticulture has been from the first a prominent feature in its course of training. Extensive laboratories in the different departments enable the institution to enter cn a series of experiments “ to be prosecuted systematically and continuously from year to year. The results of these experiments are published in the monthly bulletins and in the annual report of the State Board of Agriculture. ’ ’ Purdue University, La Fayette, Indiana, under the vigorous presidency of Dr. James H. Smart, maintains the standards which have placed it among the leading institutions of its class in the country. The agricultural and mechanical departments are here equally developed. In the former the endeavor is to give complete instruction in the sciences underlying agricult¬ ure, to incite students to make original investigations in those sciences, and to afford them opportunity for witnessing and conducting experiments in every department of agriculture directed to the improvement of its processes and the increase and improve¬ ment of its products. The appliances for this part of the work include a well-managed farm, experimental field, orchard, greenhouse, cabinet collections, and Jaboratories. The mechanical shops of Purdue University are among the best in the country. As an evidence of the practical character of their work, may be mentioned the recent con¬ struction of forges and other equipment for the new shops of the Alabama Polytechnic. Two States of the South Atlantic section, viz, Maryland and Virginia, and three of the North Atlantic, viz, Maine, Massachusetts, and Pennsylvania, have established dis¬ tinct colleges of agriculture on the land-grant fund. The chemical department of the Maryland College has been recently thoroughly re¬ organized and supplied, with new quarters and equipment. The Pennsylvania State College ofi'ers three general and six technical courses. The former include a general course in agriculture adapted to the wants of those who wish to begin the study of the subject immediately after leaving the public schools. The technical course in agriculture makes full provision for instruction in the sciences re¬ lated to that art, including laboratory work and experimental work on the farm, orchard, vineyard, etc. Notwithstanding the excellence of the course and the very complete facilities for its maintenance the number of students entering this department is small. The Massachusetts Agricultural College, Amherst, reports a year of exceptional pros¬ perity. In the matter of instruction, the experiment was made of inviting gentlemen not con¬ nected with the college to lecture on special topics, the lectures being followed by a gen¬ eral discussion, in which the students participated. Of thirty lectures delivered in this wa v, fifteen had direct reference to farm, garden, and dairy matters. The remainder were on subjects of general science. An interesting event in the recent history of the college was the celebration, June 21, 1887, of the twenty-fifth anniversary of the passage of the land-grant act. Commemo¬ rative addresses were made by Dr. Charles Kendall Adarns, president of Cornell Univer¬ sity, by Hon. Charles G. Davis, and by Hon. Justin S. Morrill, to whom the country is indebted for the passage of the laud-grant act. The report of Dr. Francis A. Walker, president of the Massachusetts Institute of Tech¬ nology, for the current year is replete with valuable information and suggestion. The fifty-eight graduates who received the degree of B. S. in May, 1887, found easy admission into the several industrial professions. Dr. Walker says: ‘ ‘ In either chemistry or civil engineering it would have been practicable to place twice as many men as were available in eligible professional positions between the close of the past and the opening of the present year. So great was the demand for members of the graduating class that it was for the first time found impracticable to fill all the vacant assistantships in the several laboratories from our own numbers, and we were obliged in two cases to send to other institutions for men to take these positions, and, in a third case, to appoint one of our special students, not a graduate.” The opening of the school year of 1887-88 witnessed large additions to the number of students, the aggregate being 819 as against 738 the previous year. Omitting, as is usual, the students of the Lowell School of Practical Design and the students of the High School of Mechanic Arts, the number is 720, as against 637 the previous year. As compared with 1877-78 the increase in number of students is above two hundred and seventy per cent. ‘‘If this remarkable increase,” observes President Walker, “had been secured by any lowering of the standard of scholarship, any surrender of the requirements for ad¬ mission, for continuance in the school, or for graduation from it, that increase of SCHOOLS OF SCIENCE. 741 numbers would not be to me a subject of pride or pleasure; but when I consider that this increase, to nearly fourfold the number nine years ago, has taken place coinci- deutly with a steady advance in scholarship; that these great bodies of students have come to us well knowing that the Institute is a place lor hard study, and cheerfully accepting the conditions which we impose; this, I confess, appears to me a proper sub¬ ject lor congratulation. Not only so, but this readiness and eagerness on the part of so many young men to undertake severe and protracted courses of study, regarding which there can be no pleasing illusions, and which require the entire devotion of time and thought and strength for lour years, affords a most gratiJyiug indication of the essential manliness of young men. “Our experience, at least, furnishes no support to the view that, in order to make a school popular, the requirements for admission or continuance must be placed low, or, if the theoretical standard be high, administrative concessions must be freely made to the spirit of indolence or frivolity, or to the demands of sport or of society. Not only is it true that students, in increasing numbers, come to the Institute in spite of its reputation for hard work, but it is not less conspicuously true that, within the Institute, the students, by a very decided prelerence, select those courses which are recognized as involving the greatest amount oi' study and practice. It is also true that within the several courses those options which offer the largest capabilities are those most generally chosen.” Of the total number of students 59.6 per cent, are from Massachusetts, 13. G per cent, from other New England States, and the remaining 26.8 x>er cent, liom outside New England. As regards the ages of students upon entrance, the average for the present year is found tobe eighteen years five months and seventeen days. For several years there has been a steady advance in this respect, concerning which President Walker observes: “This must be regarded as a proper subject of congratulation, when consideration is had of the nature of the work at the Institute, and the immediate entrance which it affords into professional practice. “ It is true that the postponement of the age of entrance has of late caused some ap¬ prehension on the part oi' those who direct the classical colleges of New England, and that serious consideration has been given to various proposed means of meeting this ten¬ dency. but their problem is not our problem. In the ease of students graduating from classical colleges, there is generally to follow a course of two or three years in profes¬ sional schools, whether of law, of medicine, or of divinity, which is in turn to be fol¬ lowed by a longer or shorter period — sometimes a long and weary one — of waiting for professional practice. Under these circumstances it is undoubtedly a hardship that the age of graduation with the Eachelor’s degree should be postponed beyond the twenty- first, much more beyond the twenty-second, year of lire. It is unquestionably true that a young man who commences the full, busy practice of bis profession before be is twenty-five years of age has an advantage over one commencing at a later period in the matter of freshness, spontaneity, hopefulness, and enthusiasm. “In our case the relations of instruction to professional practice are altogether differ¬ ent. A young man who has pursued one of onr courses with credit may, if he pleases, enter into the practice of his profession the day after he graduates, often with a choice among several positions offered him. In these circumstances graduation at twenty- two years must be regarded as more fortunate than graduation at an earlier period, while twenty-three or twenty-four yearn can not be considered as in any sense excessive.” The teaching staff of the institute continues to increase, numbering seventy-five mem¬ bers as compared with sixty-nine in 1886-87. The increase during the decade has been 76 per cent. By reference to Table 55, Column 31, it will be seen that the productive fund of the Institute is exceeded by that of eight other colleges there tabulated. In the report for 1886 the president stated that it would require half a million of dol¬ lars for immediate and imperative needs, and that it would take a million to place this institution in as good a financial condition as the poorest school of its rank in the United States. During the present year one hundred thousand dollars have been received by bequest of Richard Perkins, Esq. The appeal to the Legislature for two hundred thousand dollars was met with the ap¬ propriation of half the sum, coupled with two conditions: first, that oue hundred thou¬ sand dollars from other sources should be added to the funds of the Institute prior to first payment to be made from the treasury, and secondly, that twenty free scholarships should be established and maintained in the Institute upon specified terms. The first condition has been complied with, largely through the devoted and self-sac¬ rificing labors of Mr. William Endicott, Jr. 1 42 EDUCATION REPORT, 1887-88. The second condition it was found would impose too heavy a burden upon the finances of the school; it therefore seemed best to the executive committee and the finance com¬ mittee not to draw the first instalment of the State grant unfcii further efforts shall be made to secure the grant of the additional one hundred thousand dollars asked for. “ Should this be secured.” says President Walker, “ the Institute of- Technology will, for the first time, be in a condition to meet its current expenses out of its annual re¬ ceipts. Such a result would not avoid the necessity for large additional endowments — first, to secure the school against calamity or reverses of fortune; and, secondly, to pro¬ vide for a continuous future enlargement and improvement of its various services and departments, to meet the ever-growing demands for technical instruction; but it would mark a very important epoch in the history of the Institute of Technology, and would bring an unspeakable relief to the officers and teachers who have so long in penury and straitness of means held up the standard of scientific instruction here amid difficulties and discouragements neither small nor few.” Departments op State Universities Endowed with the Land Grant. The fifteen departments of State Universities or other institutions that have received the benefits of the land grant, like the independent colleges of the same class, show va¬ rious stages and kinds of development. In every case, however, there is the evident in¬ tention to carry out the purpose of the act as completely as possible under the existing conditions. While experience seems to indicate that technical training is most successfully pur¬ sued in schools organized for that special work, it is certain that the scientific depart¬ ments endowed by the land grant are proving themselves to be invaluable agencies for the promotion and diffusion of scientific knowledge and for the training of teachers, in¬ vestigators, and scientific specialists. It is further noticeable that in several instances the departments have developed into highly specialized schools in which the industrial applications of science have full rep¬ resentation. This is emphatically the case with the Rutgers Scientific School, a depart¬ ment Of Rutgers College, New Brunswick, N. J. This school offers the following courses of study: A course of four years in civil engineering and mechanics; a course of four years in chemistry and agriculture;, a special course of two years in agriculture; and post-graduate courses. Abundant provision is made for laboratory, farm, and field work. The University of Nebraska includes an “Industrial College,” with courses in agri¬ culture and civil engineering. Plans for a veterinary school have also been formed. The scientific department of the University of California embraces five colleges, as fol¬ lows: College of Agriculture, of Mechanics, of Mining, of Civil Engineering, of Chemis¬ try. Each of these is abundantly supplied with laboratories and other material appliances for instruction. In addition to the ample provision for observation and practice possessed by the col¬ leges themselves, the opportunity afforded by the great industrial resources and enter¬ prises of the State are made available to the student by organized visits of inspection. The United States Coast and Geodetic Survey, the surveys and operations of United States engineers in the harbors of the coast, and the extensive works of the hydraulic mines are all used for illustration and instruction. The University of Minnesota has been specially mindful of the provisions of the land grant in its application of the fund. With respect to agriculture, the report of the regents for 1887-88 states that the board has, ‘ ‘ in good faith, from the first, made ample provision to teach such branches of learn¬ ing as are related to agriculture, and has established a course known as that of the col¬ lege of agriculture. It is not to be disguised that this course has not been valuable to the industry for which it was intended, but lor what reason it is not necessary here to consider. ‘ ‘.Yet, while very few have pursued this course and taken its degree, it-would be unjust to assume this as the measure of the contribution which this university makes to agri¬ culture as compared with other institutions known only as agricultural colleges, inas¬ much as the subjects of English, mathematics, and the natural sciences, which in the latter are accredited to the agricultural course, are in our university pursued as thoroughly in either of its several courses. Hence we may in fairness ask the friends of agriculture to examine the generous provisions made for the departments of natural history, botany, and geology in the museum and science hall, the last building erected by special appropriation of the Legislature.” _ The college of mechanic arts has been highly prosperous. ‘ ‘A course in electrical en¬ gineering leading to the degree of bachelor of electrical engineering was added at the SCHOOLS OF SCIENCE. 743 beginning of the year 1887-88; the artisans’ training school was reorganized and named ‘ the school of practical mechanics and design;’ a new course in the care and manage¬ ment of engines and boilers was added; also a new course in designing and wood carving.” The University of Wisconsin has become a recognized force in the promotion of all the various industries of the State. The president reports that “ ‘ A chair of agricultural physics has been recently established and work inaugurated in it. This chair contem¬ plates both instructional and experimental work, and will constitute a factor of both the agricultural college and the experiment station. This important department of ag¬ ricultural science has not received the definite recognition which it unquestionably merits, this being the first chair of this kind, so fax as known, yet spenlically estab¬ lished.’ The report further states that “the new science buildings have been com¬ pleted and now aii'ord accommodations unsurpassed in most respects, quite unequalled in some particulars.” “Large invoices of physical engineering and other apparatus, very carefully selected from the most approved manufactories, have been received. Typical collections representative of mineralogy, petrography, geology, zoology, and botany have been purchased. Judicious selections of laboratory manuals and treatises essential for reference have been purchased for the laboratories.” ‘ ‘ One of the* most important phases of the recent growth of the university has been the developments of the departments of original investigation and the more explicit rec¬ ognition of research and of the dissemination of new and more accurately determined knowledge as one of the important functions of the University. The two departments, the Washburn Observatory and the Agricultural Experiment Station, which are devoted almost exclusively to the increase of knowledge, have been provided with additional force and facilities and research has become a factor in several of the other depart¬ ments. ’ ' Nine fellowships have been recently established. “One of these has been founded by the generosity cf the Hon. John Johnston, of Milwaukee, in the appointment of candi¬ dates to which preference is given to residents of Milwaukee County and to those ex¬ hibiting ability and promise in the departments of mechanic arts.” Eemabxs ox Table 56. Table 56 presents the summarized statistics of thirty schools of science not endowed with the land-graht act. Four institutions or departments which formerly appeared in this category are not in¬ cluded in the present table. These are the Industrial Institute and College for Women, Columbus, Miss., which has been transferred to Table 44; the John C. Green School of Science, a department of the College of New Jersey; the Scientific Department of the University of the City of New York; and the Pardee Scientific Department of Lafayette College, whose statistics were not reported separately from those of the foundations to which they belong (Table 48). The Chafiey College of Agriculture, Ontario, Cal. , which did not report in 1886-87, appears in the table for the present year; also the Technical School of Cincinnati, JIhio, which was established in 1836. The twenty-eight schools reporting both this year and last show an increase of nine¬ teen instructors and one hundred and twenty-nine students. Appropriations to the same show an increase of $17 ,065. Benefactions amounting to $40,465 were received by eight of the schools, as against $35,260 in 1886-87 distributed among six schools. The total income so far as reported, viz, $547,253. represents twenty-two schools. In the case of schools not giving the total income it has been assumed that ^he sum of items reported in answer to any of the inquiries relative to income would be the total. Of the entire amount tabulated, 12.7 per cent, were derived from productive funds, 42.31 per cent, from State or municipal appropriations, 16.86 from tuition fees, and 28.13 per cent, not specified. The schools here classed together differ materially in respect to courses and standards of instructors and general aims. For a particular characterization of each the reader is referred to the Commissioner’s Keport for 1886-S7. Table 5 G. Summary of Statistics of Schools of Science not Endowed with the National Land Grant, for 1887-88. 744 EDUCATION REPORT, 1887-88. ■suotpBjauag; ! M « r ji : :. 5 do : o : : u do :o • • : o : :n ^ : :Z §8 : : : j IS o •SuiSpog pus pjeog; joj saSiBqQ qdaaxa saajnog ny caojj auaj^ joi acuoauj 1 o o o o o x o '• ’ c ooicQuiao • : c ! oiocoao«oio : : h iis 22 gs 5 : U I \'~i : : 5 Sc S S S S o r nr X 0.0 O X o' hjT t-T pfT o" cm" o' 0 O pH rH CO IO X Cl id •S30.J tiopmx mo.ij jbo^ aqj uiqjiAv sjdiaaaji jo junoray P i « 1 gcS°82° j j§ 1 CM CO O hj< . . 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Is !°| i 1 !l S ^ j : : 8 ; t 1 ” •sSuippng pub spanoj*) jo arq«A ooooooo : : oSSoSoS : : SfS'SSS'gS" 1 i nrirtH : : : l- o o o o o ;S888S8 : L,7 o o’ o' id* cm" • Cl _ OlCW I.o : X C'l O CM CM * pH O 8 CM od •snjBjBddy ogijuaias jo anje^v : cor : : > cm : o o o o ; g : § § 5 § o : ^ ph co d cm • a ph p- 8 S •sdiqsjBtoqag JaqiO 1 p ; o o c i : oi o : po c 5 j CM CM O O j H* •sdtqsjTJioqos a BBS M iooc i o o • I c 5 1 1 ;c8ig yo o pH •sdtqs/Aoqag jo jaqunijq « [0 0-0 : io : :c > : : [oo j •sdiqs -jossajojg paAVopug jo jaqrnn^ s jioo •* • 1- "PHO :OOH l> *88-1831 u} asanoo ui pajjajuoQ saajSag jo jaqcnn^ j o 1 “ 1 O'!}" j pH — ' o o i o i> PH CO CM C<. • — s Hji CO P nr X 5 0 O CM 8 X - - - P - Students. •aaqran^ [Bjox 1 1 C- OOCOTf •sapniptj*} juapisag J° asqrunx 1 oh ; o cm : : : :c > [?x [ooio o •jTiarajjBdag ajBiSaqoo ui jaqoinx j ow : th th : o t" ; n ^ o lo -h ^ lo Oh . M h O O IC C K O O HH : CO CO Hji P^ pH 2 cm" nnatajjudag; •"CjojBJt'daig UI aaqtanjq 1 £ oo : o o • i— • ° ! = !cs : : : 01 ) * -H ; O O 1ft > : o : co i : : Cl o LO Professors and Instructors. uaqumx {bjox ! *9 i OOONHtOCO *. OCC pH pH Tjt : rH CM 1 “ Is ■jnaaijjBdad ajBtSap.oo ui jaqtrrnjq; o o • o co • : -'O uo . ; — < PH CM •■jaaoirjBdaa; X.tojbj sdojg ut joqrnnvj j M O • i O o pH io [oo [ h •suoiqnjijsuT jo jaquin j 9 hhhmhmhhnn-^m^hhcj O X f States and Terri¬ tories. ■ California . Colorado . Connecticut . Dakota . . . maiana . Massachusetts . Michigan . Missouri . New Hampshire . New Jersey . New York . Ohio . Pennsylvania . South Carolina........ Vermont . Virginia . o H r-trtnH n HH STATISTICS OF SCHOOLS OF SCIENCE. 745 = »li •Joqio h : ©oco :c :o : io : co fcJJ® aiB'.b1 C «■ oooo : : : ; o o : j i o o °* : : •sdiqsjttonaj jo aoqtan vj ocoo : : : : : :o : : : c o : : : : •sdxqsjossajoj j po^iopug jo Jtaqranx «« : o o o o | eo : co : j | -3 ’8&-I881 ui ssjnoo nx pajjajuoo saajgaQ J° Joqranx: tt O -e* - o — • — ■ o : : £<=>:£ 2> £3 Maqransj pnoj, ** 8 3SS5&88 gsS S S |S g | -S31BIX -prao inapisajj J° J^qranx - o H :ocn : : : s : : 1 ; ! 1 oo : : : : : * « 3 55 quaxxivxxjd -0(1 3JBi»a|loo ox joqiunx s ° s j g 5 2 fcf: * •ja^raiicd -oq AjoiTUBdojjj itx aaqmxix 5t © O 12225 : : : ° i j c ° gs : : 2 8 2 ® •aoqtcnx Itqo£ z O 5C *2 Cl Gp o SM| 3 « S3 ^ _ III - =J2 •juarajJXJdaa 3J*iSai[O0 *> o o : : :© ts : . :— c | to \ j c |o 5 S a •jaaxnusdaQ XioiBaedajj c o o : : : o o : : : : : o jo O O 1 •Soxaado *sii £ jo asoi « i min 1 III 1 s si 1 •jovreqo jo ojsa *? 1 iliiSl i III 1 1 1 1 '■C i? «» § 1 § § s I | “ : : : : : :g^ 1 i HS \H I *si*M*S 1 ! piiili 1 .= H S=”-=^? I I £JK-I- a •< ar ® i i li il- yi ? Mi S| i “ 3 ifi *• : ! S ri | i »r*. i d S Is -ill S B ®S sid 1 1 j-i. Ill 1 1 13 f'ln D d It i'a.o 7-; x: h| 5 5—3 > > c 2 3Sssg ina s ^ 1 1 1 ■h n n n M 5 1 ! S > MM 1 |i j it 1 i n J ! 3 S » ! ! 3 i s 3 1 lO a g i & 2 i- :: z : i. 9 15 :|SSl| >, 1 a a h gj ii-i ;§5igi III fell! tlM-ililf ^ i ■- :i flPPii <; i mm i iil i i i! a 3 I - ! la^U 3 tiWj i llilil 1 lilies s | | "2 s *-> ii ! J J 4 ! SSo “ ~ I--2 3 3 3jI 113 I 2 II cc". 5 5 33 Z-t = = =S5 ** C C5 "W © « t~ cc O O -B c o Table 57 .—Statistics of Schools of Science not Endowed with the National Land Grant for 1887-88. — Part I — Continued. 746 EDUCATION REPORT, 1887-88. Num¬ ber of Scholar¬ ships. •JoqjO 1 s J 1 : rM.I ssojojd paAkopug jo asquint tH • o ©©© r-<© ‘88-1881 ui 9S.moo ajuog S93.i53o(j jo jsqmnx « V Tjl © CO o ^ CO o o Csl •joqumjq pqoj. C4 l3, 488 100 228 - 164 505 64 52 372 673 LO rH to CO 1C O CO <£> GC to B3 •sajsn -pn.i£) juapisajj jo aaqran^ ! ^ 1 * 1 i : : o o lo i O rg | 02 1 quaiujmd -3Q ajuiS8{[O0 ui aaqranj^ © 228 164 - o : in kO — < lO 00 Q CO SO i> rH TT» r-. t-H quarajwd -8(X •iCjojnanda.ij ut aaqranjsj © o o ft s ° ©o© ©vo Professors and Instructors. •jqqtanjq i^joj, | 3D o r> lo co lo o CO TH HH CiTtlrHt'.Ct ^ r- CO rH •juarajiijdaq; opqxtenoQ 1 ^ 1 i 45 16 : o THrHt^OO ^ : co ih : •juam^indaa AjojBjndaij; O 1 i o © o o o o o © i “Sutuodo jo auaA VS 1859 1S84 1861 1824 1856 1886 1381 1855 1866 1843 1834 1839 1870 Ma>.reqO jo ©wa H -h : C O g | j g 1886 1880 1824 1852 1855 1S66 1842 1834 1839 1870 President. « Geo. W. Plympton, A. m., c. e . Henry Drisler, el. d., acting president. Hon. William Gurley, c. E . Geo. R. Carothers, superintend¬ ent. , Cady Staley, PH. D . John Raird . . Ram riel Wao'ner . . R. A. Lamberton, ee. d . General Geo. D. Johnston . George Nichols, acting presi¬ dent. Francis H. Smith, ll. d . W. H. Smith, a. m . • Name. i Cooper Union Free Night Schools of 1 Science and Art. Hebrew Technical Institute . School of Mines of Columbia College.. Rensselaer Polytechnic Institute * . Industrial and Art School of the Ohio Mechanics’ Institute. Technical School of Cincinnati . Case School of Applied Science . Franklin Institute * . Spring Garden Institute* . Wagner Free Institute of Scienoe* . Lehigh University . South Carolina Military Academy . Norwich University . Virginia Military Institute . New Mabket Polytechnic Institute . Location. w4 lx" r« tf i o o !* £ t 00 050 tH C milt |iifl . ; i =3 y \s 1 !!!!!> ? \\% ° | \ io \oJo z iiiiil Is ii 1 1 in m i . Ui Mi if il 1 1 ui iii! af_N I sgsi oi|i|ao2 SI Si S ^ .o-3§ i's’SsI m iiiBi* iigi ! l!H!M*J?!pS J rH 00 Cl O-q eq CO IS O bjffiOO Table 57. — Statistics of Schools of Science not Endowed with the National Land Grant for 1887-88. — Part II — Continued. 748 EDUCATION REPORT, 1887-88. •suoiptyauaa © : © •SuiSpoa putt piBog joj saSj«qo xdaoxa saajnoc,* Xiy nioaj jua^. 10J auxoauj « LO fo © 111! 8^8 •S3oa norjtnx mo.tj JtsaA 3qi utqjiAi sjdtaoaxj jo xunomy w ! 8 04 £ w : 111 o' •jboa sqt utqjiAv. paAiaaaa pty l«d -loiuhjt jo apqs jo junoray Ci s* © © © o o © © o CiC o 8 1—1 8 •spuna aAipnpojj mojj ataooui » ca O o o 0 3, 000 0 •spuna SAipnp -OJJ ^aauBrajax jo junoray « 5 : > : > : f • * • 0 50, 000 0 •sSai -PIingpuB epunojQjo anx^A. 11, 000, 000 250, 000 35, (iOO 1 250, 000 2, 000 • ’snjBJ -«ddy otjixuaiog jo anxtJA 1 « 1 e> © o S LO zf? 000‘8 •tnnuuy aad SuiSpoq puts pjBog jo jso^ a^BjaAy 8 : o o : 1.7 o : • •Iidnj qaea oj uotjtnx ioj a3a«qo x«nuuy M « $75-150 100 w 5 SSi lO LO O © l7 00 i CO •aaa aojxBnp^jf) jo junoray e* joio •33.1 uoijBxnoiJjBivx JO X un ora V * I L7 04 : •AjBjq -iq; m earan[OA jo jaqran^ € 1 8 4, 500 60,000 1,000 3, 000 12,500 400 •as.tnoo aSaxxoQ nt sjbsa jo jaqrani,! : ■» •asanoQ Ajo;t? -jBdaaa nt sjboa jo aaqranjsj; $ Name. Technical School of Cincinnati . Case School of Applied Science . Franklin Institute * . Spring Garden Institute* . © « G ~ Z 0Q O © a © © © it > Lehigh University . South Carolina Military Academy . jujiwivrn umvciBity . . . Virginia Military Institute . New Market Polytechnic Institute . H^WTfi-:ohXoo ^040*04740474 74 C4CO Statistics of 1886-37. STATISTICS OF SCHOOLS OF SCIENCE. 749 a <6 n a hhE-iH 090$ a a »£ 41^ £ o sell ® O- >, Y,si o * =«-OS ®*o * ® SS£j« Si** pc | ® O c‘S o~ K- SO o 0 5 o ~ ?W02 kO 'UOIJBZIUBSjO JO 3JT5Q 1845 1802 Superintendent. Commander W. T. Sampson, U. S. N . Col. John G. Parke, U. S. A . Name. United States Naval Academy . United States Military Academy . Location. Annapolis, Md . West Point, N. Y . » 750 EDUCATION REPORT, 1887-88. COMPARATIVE STATISTICS OF ATTENDANCE UPON COLLEGES AND SCIENTIFIC SCHOOLS FOR 1875-76 AND 1885-86. The Commissioner’s Report for 1886-87 contained a table showing the ratio of attend¬ ance upon colleges and upon colleges and scientific schools in tire several States as compared with their populations in 1875-76 and in 1885-86. A similar table, prepared by Dr. De Bow, in 1857, was republished in the same Report. The latter dealt with white population only; consequently, comparisons made with the later statistics were likely to give a false impression as to the comparative demand for liberal education in the Southern States at the two dates employed in the investiga¬ tion. For a correct view of the situation it seemed necessary to supplement the results of the original investigation by a further study of the data from the Southern States per¬ taining solely to the white population and the collegiate attendance of white students therein. Since the publication of the former Report this additional study has been made, and the tables are consequently repeated in the present Report, together with the additional material. The populations have been estimated in this Office, the United States census of 1870 and of 1880 affording the basis. The statistics of attendance have been taken from the Reports of this Office. Students in preparatory courses or departments have not been in¬ cluded. Considering the institutions involved in the discussion, it will be seen that there was a decrease of 9 in the number of colleges reporting attendance in 1885-86 as compared with the number in 1875-76, and an increase of 10 in the number of scientific schools. The attendance upon the smaller number of colleges in 1885-86 exceeded the attendance in 1875-76 by 7.072, or 27 per cent.; the attendance upon both colleges and scientific schools increased by 8,950, or 28 per cent. ; whilst the increase in the estimated popula¬ tion was 11,355,972, or 25 per cent. In other words, as compared with the increase of population, college attendance showed the slight excess of 1.52 per cent., and attendance upon both colleges and scien¬ tific schools an excess equivalent to 2.4 per cent. Table 59. — Comparative Statistics of Attendance upon Colleges and Scientific Schools for 1875-7G and 1885-KG. STATISTICS OF SCHOOLS OF SCIENCE. 751 1 ! ® 0 1 S : d i 3 2. 0 11 1 • H §• 1 vi glfilsslls g§g§il8§§ m ,-T r-T r-T r-JV-f «%h' i-T o' to' I-T r-T IO* to I * 83i§8ilii 12115111! 158 *-T r-T i-Tf-iW CO r-T f-T COOft-^cf • r-Tfic* i 1 * r ilggsgsli ESSESSSSS 638 HHrt r-T ^'to'~ to'-T HOeiNMio toVToo i n glsSslllg 15115551! Ill r-Tr-T^T -T «'r^r-T ec ih i-Tf-Teoco cCcf : rtr-'eo i •B[Ooqos ogpustos po« s»*ou°0 sujpuej -IV sjuipn jg jo jaqinnx " 868888863 -HPisP 338 TO i— i -J> i— ( *S[ooqog opi'.uaiog puts safidjioo jo .xaquinx s r-iCi-WTOTO^XTO^H © TO -J- •seganoo gaxpuoj -IV sjuaptijg jo -taqianx . $ iiS8!i§i§ «8B8B8SS« Isl to' «' •sa2axi°3 jo joqum vi X TOr-tTOO — TOTO^X HO'*NNM>SH © TO TO 'uoijepidojj tv " 118311113 881883811 III mmm mmm m | O j j 1 •siooqos opijuajag puB saSa[|03 Saipuoj -;y sjnapnxg jo aaqurax i 1 © ■ - 888886888 -181815s" III to' ph'tsT TO' rH M •siooqog OTjtjuaiog pus sa3ano0 J° Jaqnmx -pto’->5<^jto'ito l-ics-^^roxt-x© is x •saSajxoo Saipuaq -XV sjuapnjs jo aaqurnx 886888888 -eillisl" 111 -r to' n' ,-t •soSoxxoq jo joquxnx MHat-HKa^S HltJXMt'SOO t> TO •uoijtsxndod; I I 83S8S8388 868883883 388 iWisWls siMlIliS 1W State or Territory. NORTH ATLANTIC DIVISION. Maine . . . New Hampshire . . . Vermont . . . . . . . Massachusetts . Rhode Inland . . . . . . . New York . New Jersey . . . Pennsylvania . SOUTH ATLANTIC DIVISION. Delaware . Maryland . DiHtrict of Columbia . Virginia . Wont Virginia . North ( Inrolinn . . . South Carolina . . . SOUTH CENTRAL DIVISION. 752 EDUCATION REPORT, 1887-88. STATISTICS OF SCHOOLS OF SCIENCE, 753 { i 1 ISSS SEB96 i ; j 1 1*- : I I i •II: 1 1 i 1.I2S 18693 i HIM : : : : : ! ! i mu sms i : : • -cocC f-TcCeft-T^ : : : : M i Msi nm CO i> : : : : : — of el — Vi ! 1 ! i ; ococ«!S ills! 191 ‘l* ©OOCNON CgCNS § oooo.gg g||Jg LO CO — r of co- to T lo' — ' ■5 | = 1 ! ! i ! i i ! i *i i imm nm imm nm mim nm j ! j •III ill iim mini nm : 1 Hi! 1 i § J S 1 l|o® : iniiNPlli i : : i I ! I i§ 1 ! fllll j y ifji inn eJ W 1 sums nm 48 ED 754 EDUCATION REPORT, 1887-88. Table 60. — Ratio of College Attendance to the White Population in Twenty-nine States in 1857. [From De Bow’s Review, 1857, p. 517.] State. 1 NOBTH ATLANTIC DIVISION. Maine . New Hampshire Vermont . Massachusetts ... Rhode Island . Connecticut . New Y ork . New Jersey . Pennsylvania . SOUTH ATLANTIC DIVISION. Delaware . Maryland . Virginia . North Carolina South Carolina Georgia . SOUTH CENTEAL DIVISION. Kentucky.. Tennessee . Alabama .. Mississippi. Louisiana.. Arkansas... NOBTH CENTRAL DIVISION. Ohio . Indiana . . Illinois . Michigan . Wisconsin . Iowa . Missouri . North Atlantic Division, South Atlantic Division . South Central Division.., North Central Division.. 1 j White Population. 1 _ _ _ 0 3 Q> •5-1 3 d02 1 5ZJ £ o g 5 sc "U fc 'ge 5^5 .-§ lit 3 3 4 5(11,813 282 2,083 SIT, 458 273 1,182 313, 402 464 i 684 SS5, 450 1,043 944 143, 875 150 955 363, 089 738 441 3,043,325 2,673 1,144 465, 509 470 990 2,258,166 3,286 687 71,169 1-44 491 417, 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 ! 406 756, 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 1,009 586 8,452,095 9,379 901 2, 733, 075 5, 247 521 2, 657, 513 4,972 534 5, 162, 604 6, 317 817 United States J33 COLLEGE ATTENDANCE. 755 TABLE 61. — Ratio of College Attendance to White Population in Fifteen States in 18S5-86. c White Population to One Student, 18S5-S6. State. o 1 3 . Ph 2 A o 11 a 3 £ 1 Colleges. A .— JE I w m : ! °2£r i Scientific 1 Schools. 1 3 3 4 5 6 SOUTH ATI-ANTIC DIVISION. DeHWclrC . . . . . . . 131,680 1 3,211 1 3,211 Maryland . . . • . . . . . . 7S2. 710 6 1,193 9 825 Virginia . . . . . . . . 967, 160 7 1,153 13 1,009 West Virginia . 663,680 2 10.534 2 j 10,534 North Carolina . 945,050 7 " 1,867 1 1 1,763 South Carolina . 426,530 7 849 8 I 693 897, 740 170,840 6 1,519 12 1,05.5 1 2, 62S i ! . SOCTH CENTRAL DIVISION. i Kentuckv . . . . . . . . . 1,505,000 1 9 1,743 10 1,600 Tennessee . . . 1,272.900 12 1,443 12 1,443 Alabama . . 732, 020 3 1,671 4 1,650 Mississippi . 524,230 3 1,555 5 998 Louisiana . : . 488,340 9 721- 9 721 Texas . . . . 1,525,200 5 3,259 6 2,580 Arkansas . j SUMJIAEY. 689,210 4 4,078 4 4,078 South Atlantic Division . ' 4. 9S5. 390 41 1,560 57 1.242 South Central Division . . . 6; 736i 900 4s: 1,757 ! 50 1,589 CHAPTER XII. PEOFE SSIOXAL INSTRUCTION. The efforts made in several institutions to raise the standard of professional training in the United States, the discussions of the subject in professional journals and popular magazines, and its intrinsic importance give particular interest to the columns of the suc¬ ceeding summary showing for the three classes of professional schools the number and proportion of students who had received a degree in art or science prior to entering upon their professional studies. Theology leads in this respect, having 23 per cent, of students who had taken degrees, as against 18 per cent, in law schools, 8 per cent, in the regular medical schools, and 9 per cent, in the homoeopathic. The statistics do not indicate to the full extent the advantage which theology has over the other professions in re.spect to the previous training of its students. As will be seen by reference to the detailed Table 65, Column 15, the theological schools of several denominations maintain courses from five to seven years in duration. In such cases three or four years are given to a course of study similar in character to that of classical colleges; the student passes from this to the special theological course, receiv¬ ing a degree only at the end of the latter. Considering the country by geographical sections, it will be seen that the North At¬ lantic section surpasses all others in the relative proportion of students in all classes of professional schools holding degrees. . The number of individual States which have a high showing in this respect is small, as will be seen by reference to the summaries, Tables 64, 66, and 68. The States in which fifty per cent, or more of professional students had taken a col¬ lege degree are, for theology, Connecticut, Massachusetts, and New Jersey; for law, Ala¬ bama and Massachusetts. As regards medical students, no State shows so high a per¬ centage as fifty, considering the students of regular schools only. Massachusetts makes the nearest approach, having forty-five per cent, of graduates in the total of such stu¬ dents. Considering eclectic schools Illinois has 65 per cent, of graduates in the total number of students. In previous Eeports reference has been made to the proposition of the academic coun¬ cil of Harvard University for the reduction of the college course for bachelors of art who propose to enter the professional schools and the graduate department. The proposition has been discussed at several meetings of the college faculty, but as yet they have not seen their way to recommend any definite action. Intimately connected with the question of the previous preparation of professional students is that of the extension and elevation of the professional courses themselves. The medical schools are at present the subject of the chief efforts in this direction. President Barnard, of Columbia College, reports that the final examinations in the medi¬ cal school have been very searching the present year, and that arrangements have been made for enforcing equally vigorous entrance examinations in the future. He predicts that whatever may be lost in numbers by this course will be abundantly compensated in the improved character and respectability of the profession. The auxiliary faculty of medicine in the University of Pennsylvania materially in¬ creases the provision for a high order of professional training. This course supplements the customary course of medical lectures by lectures on collateral branches of science essential to the thorough education of the physician. It is essentially a post-graduate course. Matriculates must have entered at least upon the third year of medical study, and the second year in the auxiliary department is taken in connection with the fourth of the regular medical course. The need of endowment funds for professional schools is emphasized by the history of efforts already made for the improvement of medical education. President Dwight, of Yale University, in his report for 1887, calls attention to the fact that the raising of the standards of the school, an experiment which Yale was one of the first to make, has caused a diminution in attendance, 756 PROFESSIONAL INSTRUCTION. 757 “The great need of the school at the present time,” he says “is an endowment which may furnish it with a sufficient income to supply its wants and to enable its professors, or some of them, to devote their whole time and effort to the work of instruction.” H. P. Bowditch, dean of the medical school of Harvard University, in his report for 1887-88, says: “The improvement of the course of study has been a subject of grave consideration by the faculty. The establishment of a compulsory four-years’ graded course has been formally recognized as desirable as soon as a proper financial basis can be assured. What this basis should be, or in other words, what loss the school would be likely to incur from making the change, is a question about which considerable difference of opinion prevails. A committee charged with the consideration of the subject reported that, in their judgment, a subscription income of $20,000 a year for five years would justify the establishment of such a course. As it was evidently impossible to obtain a sufficient guaranty fund, the action of the faculty was limited to making certain changes in the course of instruction.” That the condition of professional schools with respect to endowments is far from satisfactory the statistics before us plainly indicate. Theological schools are most fa¬ vored in this respect, sixty-one or 44 per cent, of the entire number reporting endow¬ ments to the total amount of $11,428,586. • Of law schools only one reports endowment, and of medical schools seven. Of this number one is homoeopathic and six regular, two of the latter being schools for wo¬ men. One dental and one pharmaceutical school also report endowments. It should be borne in mind that professional schools included in a university foundation gener¬ ally share in the endowment of the same. 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 summa¬ ries, Tables 64, 66, and 68. Considering the country by geographical sections, the totals appear as follows: 758 EDUCATION REPORT, 1887-88. Table 62. — Summary of Statistics of Schools of Theology , Law, and Medicine , by Geo¬ graphical Sections, for 1887-88. f Schools of T heology Schools of Law. a Students. fi Students. ■d n S3 p c3 ©•g 1 2 A a p i -e 2 <6 « Divisions. OD © 1 i r a . O) 3 © 92 O . j- v 02 5* S3 O £ © a o sj CD *3 - ,a 3 <2 © 2| V, 02 o 3 a p otal Number. umber Who Ha ceived a Degree ters or Science. atio of Student Have Received gree to Total N 0 o 1 3 ! O I * a p «g © 2l V 02 o 42 i 2 i £ otal Number. umber Who Ha ceived a 1 tegree tors or Science. !J5 p 3-d 43 42 O U1 42 £ ©P© "SK So £ % & 1 S Per cf. Per ct. North Atlantic Division . 44 291 2,262 1,032 46 10 109 1,280 303 24 South Atlantic Division . 22 125 1,181 28 2 13 54 858 109 13 South Central Division . 15 56 598 8 1 9 31 318 28 9 North Central Division . 54 236 2,441 405 17 14 87 1,118 1S6 17 Q 18 30 13 43 3 12 93 36 39 l United States . 1 138 726 6,512 1,486 23 49 293 3, 667 662 18 Schools of Medicine. Regular. Homoeopathic. S3 Students P Students. n *d § 6 © i si 3 i Divisions. m t-t ^ o £>*■4,32 02 S3 o 22 m o . m » o ^ ^ cs a m C . 2K 02 © a ^^a o ir. u ° °| lS © . K©g 92 S © > — O o 02 © O P'S & © . n ^ C2 3^2 o CD 'o 3 O 00 3 3 a £ j o Jo3 o ■a > 02 all HI Vi O 1 &£ o CD ’o 3 42 a fij ! v* © ° © 1 3 1 22 ft 3 O c it C ~ 42 42 ^ p-r- si © p.>£ p§« ■O'- p 5 3 o 32 ©B O y-w .as© pS a 1 £ Eh £ « £ H ft Per ct. Per ct. North Atlantic Division . 20 579 4,397 503 11 4 110 473 49 10 South Atlantic Division . ' 16 231 1,424 1,847 3,250 1 254 1 53 4 South Central Division . 1 11 143 5 NorthjCentral Division . 35 692 283 9 7 94 624 50 8 Western Division . ! 6 101 21 8 1 20_ 21 0 0 United States . 8S 1,745 11,172 865 8 12 224 1,118 99 9 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 1878 to 1888 inclusive (1883 omitted), with the number of professors and number of students: 1878. I 1879. 1880. ! 1881. | 1882. 1 1884. ! 1885. 18S6. 1887. 1S88. Number of institutions . 125 133 142 144 I 145 146 152 142 145 138 Number of instructors . ; 577 600 633 624 1 712 750 793 | S03 867 ! 726 Number of students . | 4,320 1 1 4,738 5,242 ; 4,793 | 4,921 i 5,290 5,775 1 1 6, 344 6,306 j 6,512 STATISTICS OF SCHOOLS OF THEOLOGY 759 Table 63. — Summary of Statistics of Schools of Theology , According to Denominations , for 1887-88. Number of — Number of — Religious Denominations. © c to OD m X* © K 1 Religious Denominations. Schools. 1 i | ® ® Baptist . ; 15 1 87 1,135 1 Protestant Episcopal . 12 73 313 Free Bantist . „ . 2 ' 8 ! 7S Congregational . . . 10 70 ! 366 Roman Catholic . 18 j 112 902 Universalist . 3 14 63 Lutheran . ' . 1 15 55 943 ! Unitarian . 1 1 6 38 Methodist Episcopal . . 14 ! 66 738 i Christian . i 6 16 1 276 Methodist Protestant . 2 7 34 i Reformed . ; . i 5 18 162 Methodist Episcopal. South — 2 ] 7 66 Reformed Dutch) . 1 G 21 German Methodist Episcopal.. I | 3 39 New Church . . . 1 1 5 ! 10 Wesleyan Methodist . i ! 4 14 ! Unsectarian . 3 ! 2S : 171 African Methodist Episcopal, l i 4 3 , United Brethren . 8 , 66 Zion. Jewish . 1 9 ; 5 African Methodist Episcopal.. l 6 ! 16 | Evangelical Association . 1 3 1 18 Presbvterian . 14 | 81 1 } 728 German Evano’eliea],.. 1 1 3 82 Cumberland Presbvterian . \ 4 38 United Presbyterian . 2 14 78 Total.., . 138 726 ; 6,512 Reformed Presbyterian . 1 1 3 19 Associate Reformed Presby-. 1 6 terian. Table 64. — Summary of Statistics of Schools of Theology for 1887-88. States. C (5 2 j fc i Professors and Instructors. Students. ; £ X £ *>“ w X ! P a 1 I £ 3d 3 H § 35 -- tm 3 3 o g 05 30 s Eg X t 53 j 35 o 2 h !> £ 94 £ V £ ' fc ! 7* o E-i £ *jf 2 © ~—,z V I ^ 1*1 = tiX £ 5 30 ' S- X O j!, CO ^ X ! i 2 3 4 5 6 7 § 9 10 ii 12 AlftMnifi . . 3 | 6 I 0 6 i 63 ' 17 i 9 • 3,200 California . o 8 ! 5 14 28 ' 13 4 5 i 7 j Colorado . i | 1 ! 3 4 2 ! 9 \ 0 ! o 1 5 5,500 Connecticut . s 27| 4 j 31 187 i 157 45 23 ; 11 49 ! 72.222 District of Columbia . : 2 17 i 198 1 22 1 13 ; 1 1 2 | 2,900 Georo-i a . . . 2 ' 5 I 3 > 100 3 *9 ! i 8, 800 Illinois . 16 I 64 2 ■ 69 923 118 173 | 32 J 11 17 • 63,550 Indiana . 4 1 10 o : 12 133 1 9“ 1 21 1 1 275 Iowa . ' 6 ! 13 | 0 i 13 125 4 ! 3 5 f 1 | 1,700 Kentucky . 1 3 i 17 ! 0 i 17 296 ! 6 I 24 , 0 s i 20,500 Louisiana . : 2 1 5 : 0 : 5 40 : 4,000 Maine . 2 J 9 0 9 61 10 ! 10 j 5 3 1 19,200 Maryland . 5 j 37 ! o I 37 374 50 22 1 3 ; 51,000 Massachusetts . i 28 i 9 60 | 316 180 49 | 27 17 ! 5! j 86,952 Michigan . 3 ] 9 ! 0 Q 67 6 s 4 1 Minnesota . 4 ! 21 1 0 21 j 219 1 3 6 i 14 ] 6,000 Missouri . '4 . 14 1 o 3.4 228 83 | 55 I 2 ! 12,400 Nebraska . 2 5 I 0 5 i 9 ; 0 l | 545 New Jersev . 6 ! 29 32 1 331 196 51 1 8 I 15 96 1 112, 814 New York . 11 69 11 SO 743 306 ] ICO 1 9 32 ' 135 142,041 North Carolina . 5 15 ' 1 16 70 6 j 4 9 ; •1,000 Ohio . , . 11 61 65 530 138 j 32 ! 16 24 46,200 Pennsylvania . ! 15 69 ; io 79 624 183 1 126 11 25 39 132. 021 South Carolina . 5 ! 23 9 32 • 269 18 i 13 j S 21,700 Tennessee . ; 2s 0 23 199 9 12 1 16 I 3 21.825 Virginia . j 14 1 15 170 I 18 2 i 11 35 28,000 Wisconsin. . 4 27 1 2S 207 26 1 31 11 1 5 26.600 Total . i 13S j 614 1 69 | 6,512 1,486 9S5 229 ISO 510 910,245 760 EDUCATION REPORT, 1887-88. Table 64. — Summary of Statistics of Schools of Theology for 1887-S8 — Continued. States. Alabama . Calilornia . Colorado . Connecticut . District of Columbia. Georgia . Illinois . Indiana . . Iowa . Kentucky . Louisiana . Maine . Maryland . Massachusetts . Michigan . Minnesota . Missouri . t . Nebraska . New Jersey . New York . North Carolina . Ohio . . . Pennsylvania . South Carolina . Tennessee . Virginia . . Wisconsin . 13 Total . §60,074 125 ,650 550 500 350 70,249 14 $32, 500 110, 000 50,000 163, 207 70,000 75, 000 1,477,000 25,200 156,000 65,000 585,000 653,769 148,000 325,000 5,000 618,222 2, 049. 827 20,000 550,000 464, 000 115, 000 125,000 125,000 300,000 8,307,725 ® CD C'O c 3 15 $8,000 235,000 15, COO 775, 548 30,000 200,000 1, 461,497 14,000 527, 000 209,000 17,500 1,447,677 143,000 30,000 7,000 703, 700 2,692,556 & 2 16 $400 14,200 0 21, 946 95, 170 26,000 14, 200 700 29, 375 8, 947 1, S00 636 35, 100 157. 447 661, 009 1,471,907 , 400,000 41,896 86, 396 6,400 17 $1, 590 . 12 1,000 1,040 1,371 334, 192 45, 000 15,000 ! 2,054 . 9,593 oOO 1,500 267 11,428,586 558,647 16,783 S be s ^ -£ £§2 JS Si £ = es c o o « 32 18 $400 14,200 95,410 3,450 13, 400 123, 401 6, 941 30,000 14, 200 11,000 132,887 6,694 20,587 11,800 2,494 48,339 178, 417 3, 220 73,956 132,564 8,400 1,500 15,267 9,829 958,356 19 $1,800 600 0 17,575 180,000 259, 700 27,000 2, 529 4,533 11,000 17, 281 1,700 100 601 115,873 50,600 40,146 3, 400 2, 846 5,000 742,284 1 Table 65. — Statistics of Schools of Theology for 1887-88. — Part I. STATISTICS OF SCHOOLS OF THEOLOGY. x 761 opstqoipg ui sipaAV jo joqumsr 2 : i rn cot? co «o <3 •96x1103 ui saua.\ jo joqran^j If) 1 l> ^ COCO CO CO CO CO ^uoissica -py joj uoijBuuuuiy; Aim 9.i9qj sj * ! ' rri CD CD CD CO CD (D : : o o v o o v u • : r* Wr* r* ^ t* r* '8S-188I ui asanoo uj pajjojuo^ S33JJ33Q jo isquinsj 2 1 9 0 0 0 0 0 0 29 Number of Students. *88-1881 ut sojBnpujQ jo xoqran vj A “ C» d «£> K5d d O O O •souapg jo eiajjsq; ui saajSaQ Sutpjojj jaqranx «4 w* 0 0 4 9 j 85 27 95 •jaqtanx uqojQ s wi CO ^ O in CO N o o t> 00 O * Statistics of 1886-87. Table 65. — Statistics of Schools of Theology for 1887-88. — Part I — Continued. 762 EDUCATION REPORT, 1887-88, 1 •j'sax oi*es[oqog Hi sqaajiV J° ^aqnrnsj | « 36 34 34 M • M •os.tuoq ut s-ieo^ J° Jsqcon^j | Vi wl CO CO CO (N CO CO LO 1 03 eo » iuojssiru -py joj uoi'pjuiravxg. Aub aaaqj sj 14 ic co n © * 0) © ^ fx (X m m Yes.. '88-Z88I U1 Qs.inoo ui ps.t.TajuoQ S93aS8(j jo .mqranjq | M • 13 0 1 CO 0 O -H CO is w •aouopg .to s-iou^T; ui | S39.i.Sa(i Suipfo [j ^oqum nt - : co 0 : co : : 0 : : 00 : ••TsqtanNi pqox © co Q cq co ^ lo !> p: cog CO CO H ^r-< - j LO p Oi > 03 CO (M Number of Professor and Instructors. ’I^oL © t> O O CN CO pH t> \ft •jaoptsaji-aoNi j G£ M O 0 : 000 0 •JJI3PTS3J3 j : co 10 IO IQ «> 1.0 00 00 oc 00 o ft ci ft ft fcS & s i ft S fi^ JO fi X *:§ s 0 to fj o“5 ,s *- C< U t-s s © o hH HH fc to o £ -SS ^ o £3 ?-< c3 r- w rd cSjrJ a >> IK§1 gOS--=- > > O "> £ «jj, fe o, ft 8 § | •8 3 & .£ ft ^a £K02 ~ 2^ bfi aj d os o 3 rft c_i fe: « a r-H V |2 *3>® o-S ^ ft- . ■ O . >»o : Cf-4 c3 d o3 <3 • o a ©,d.5-« • -s geo g a 2 ® a 8^ s a 3 3 2 oso-ucH-g 5 5)0 r* *•£> ■g gOHO°S i»;¥ll1?l~ 2f3B*!l! X v* JO So u 5 o; O S & rn p MO o fc o o fco so c: ei o o d a ' r> ■< » ® ft 00 osa O T-l tN eo School. STATISTICS OF SCHOOLS OF THEOLOGY. 763 : j ! : : § 883 : 8 : !i 3 8 n s 8 IS co § § 8 : 8 88 CO ^ ( CO eo n © j eo •eo eo o CO CO CO CO ^ co eo eo CO 00 X \i : : i l..‘U S \'A i» Id d > >* 1 il | d >< TF dd| j n ~ : "A dd ;H ; : o i o : : : : ! : : : : : i : : : o : : : : o ! i ooo o : : © : : S3 e* ^ ^ ^ C*CO 2 \\ j : : : S n i CO i ! : 2 : i HON c * 2 2 s j| • c5 r : S3 «-l{5 1 1 W : : IS “ 1* i : : 1 : ii OO j c : j «« & C o o> t> | SS§3 3 !§ 3 : o «o CO S3 QO 00 SS| c ! 8 88 1 Hlfl * O CO CO ^ -H ^ j'St eo 13 ih^ O CO X ec 1 CO 13 -?< ^ o o o o HO jo rH : j O M. E . Univ..'. . j a 3 \ i ddc i 5 * c 2 -g .S v 2-S S §11! | I ! J o : -g 5a -s as 6 ] « i\ i la I aa o ! K-® S3 |l a is ! ! .£ ! A, I 1 -S ill 1870 1881. | 1 llll | Is 1 | II I i II III i 1 1 |l| jj 1 ] •illl 1 n i i : i 1 1 : : : : : : 1 II III | 1 3 i m 3 : « i a 1 \i i eg J 111 si > <£ W II 1 _ : : : : : £ : • : : : 3 -a ! : : 5 :aia = •fi : -g 3- A fl. o i-2 J- A 'Z, ■ 3 ;•= * .jiff 1 |a.5BgM * > ^•i-i ►‘S > > 1 sf fl pf u °; - i . a ® if i i jlil j . IJ'd is fck «if II -1 Is !| A i ! 5 [>: si 3.S F.fi q|&c *55 ® — -I lisfi 1 j M © © >> 2 o 5 6 M S : il 3 ® !i 51 15 : : A j A" A i A f^g •g j >. ^ -a „ a . 5 33m 215 r^| . > j A A f < 1 A" A IS il 5 ^ i « - > I a : : 3 A' 2 a" i ^ o'® lo¬ ll II SS S S 88S38 8 §5S’ §3 S3 88 § S ?§§ §33 §3 33 Table 65. — Statistics of Schools of Theology for 1887-88. — Part I — Continued. 764 ■i»A opsBioqog ut sqaa^V J° -taquinsj | « I o o ci r- o o ; oo co o ao ”io •juaptsajj-uoNi 30 ©oo© © co j : :©r-ii3 •q ua ptsajj h r?< rH | : ClOO o •uopBuiniouaa; snotSqajj * M. E . B. G . It. 0 . R. 0 . M.Prot. ... Cong . M. 1C . Non-sect.. P. E . Univ . Baptist . N. Church •Sntuado isit^ 1° ^Bax. k? 1872 1791 1808 18C8 1883 1808 1847 1819 1807 1869 1825 1866 •ja^JBqo jo ajBQ *4 : o o co ^ i> ci o i> ci - o : : o co t>* co oo io co io oi • COOOQO CO 00 00 O 00 00 00 A _ 0 on h cj: li *5 © © A © K cs y 1-5 » . EC © & A ^ J3 ” 50 S k=a> (S>Hq A A 1-1 >i S ^ g « © s- a, > s: > > > a > © © © A © P5 © .A .2 A ft © 3 te 50 _ • . c3 >> .2 bS £ o £ § g bl| c © d 3| I 35K® aSsr? a* 1 -> >. © oo e» © 3 5 iC •2 o a S 5 o^- S O'® 32 c 2 ©.A OH S ^ a § o 2 - "3 ■ m o a CO -3 a © | $ is § — y >5 ci5C E .2 >> <_, M.-S O O i ,_, II 2 h| 1 ^ * o © £ g ■§18$ <(Q A - c.2 O 0 -» Oh 3 .A ©22 Olj]« 02 5 — >»£ 3 3** ftO c *§«S « a 3 © RhE ►h © © 2 O o s a a Sd C 1 I o fee Sj 2 > C u o o -g •r © 5 S> ° a - 5 is © id io io ia o STATISTICS OF SCHOOLS OF THEOLOGY. 765 j j : i i § : : : : 40 40 3 : n : 83 3 3 ! 23 8 eo eo eo i eo :® : : : cow* i eo eo co : : eo eo eo i i i i Hi i ii\ i ! i £s: i i i i i i \ * > ! ** i* i ** ! ; y>* »* > > i o : © ! -!i j - H °. ° 1 : 009 ! i s : i i - l s : : eo i » ! i j ° j IS : & i : 1! : : <9 j - : o ! « | ! : : : : : : | ah : : o o 133 o | : 18 : 10 52 IS 8 8S2 2 SS3 Cl i co O Cl g s o 00 54 8 eo N eo o»io eo is eo co o t* o • to m ft ^ w Tji m eo : co moQ ui s.iuajt jo jaqmnjsj i CO CO CO CO SO CO COO CO CO 01 i UOISSTTH -py joj aoi^aictiBia; aub ojoqj si 14 co • ro xn xfi ®3 cd xn xn a>oa> t> co to n quaptsaji-uojq N rH tH O O COO O i-I O •^uapisaa; to CO CO O 00 N Nh M IO N •uopuuiuiouaQ snoiSnaa % Baptist . Lutheran P. E . Presb . R. C . Baptist . Christian.. R. C . Presb . P. E . ! u \ \ •Suiuado isiiji jo jnai 1819 1815 1819 1836 1856 1851 1869 1864 1868 1868 1865 •ja^nqo jo a^c[ 1819 1816 1822 j 1839 \ 1883 j 1850 1864 1877 1867 President or Dean. M Rev. Ebenezer Dodge, d. d,, LL. D. Rev. James Pitcher, A. m . Rev. Eugene Aug. Hoffman, D.D. Rev. Thomas S. Hastings, d. d., secretary. Rev. M. J. Kircher, c. M. /sec¬ retary. Rev. Augustus H. Strong, D. D. Rev. J. B. Weston, D. x> . . Very Rev. H. Gabriels, s. T. d. Rev. W. F. Johnson, d. d . Rev. Robert B. Sutton, ». r> . Ttnrr TJ TVT Timrvov ^ i'. 5 > 3 < i Name. 6* Hamilton Theological Seminary . Hartwick Seminary, Theological De¬ partment. General Theological Seminary of the Protestant Episcopal Church. Union Theological Seminary . . Seminary of Our Lady of Angels . Rochester Theological Seminary . Christian Biblical Institute . St. Joseph’s Provincial Seminary . Theological Department of Biddle University. Theological Department of St. Au¬ gustine’s Normal School. Theological Department of Shaw University. Location. & NEW YORK— cont’d. Hamilton . ! Hartwick Seminary.. New York . New York . Niagara University... Rochester . . Stanfordville . Troy . NORTH CAROLINA. Charlotte . Raleigh . Raleigh . : i T— I 03 CO ^ \n c£> CO GQ QO 00 OQ 00 Op OP GO STATISTICS OF SCHOOLS OF THEOLOGY. 7G7 : : 3 : 42 3-1 333$ s : § n 1 33 !S : ?S3 : 33 § C* co SC CO CD COCO CO CO ^•ciee « CO CO O CO CO CO Cl Q ' « CO CO 1 ! l «■ iiii s d i : a i i a a i : : r>* ?* >* >- >< k" 1* >>* 5?; r* r~ g" >* r* r*" > : : : jo O ::OH : WO S i° o © : : O IO : i : : : : © © © j : : -1 fH 00 t-cc© j iO \ CO o X c\ : CD IO t-5 j CD cz : Ns j 1 : o iOM is°~ s § : ^ WO 3 : coco 3 i M : 1 ; is CO : : 3 s i5's o 3 s 3 3 gs ■ W § o l» ©t> ioco ■*<■«•< 5 o co^? CO O o © 00 CO CD ^ | (M o 3 o 0» O r-O o o o © o IO c O o o - o d t- 1 l-H © O IO ••s'^'eieo s O CO ^ CO ID CD IO ^ CO CO CO ^ Z CD DJ N K g ' ; £ a : : H : : ,c *.c If !§■ ■! ! :g : : : o : : o52s tt c i 1 1 : i j I is lg £<2 : 5 2 | lz u eS c I- ;l : 2 J 1 c < g g rf3s?p; O 1 P pi = O c w »— . *- : .i 2 /3 1 : : i 1 11 1111 1 111 1 1 i I II 1 1 I | II i i I 1 : II im i ! Is i | £ GO 1 11 s : II > 1 I 1 *"* !-i :HHH : : rH 1-1 kS «: ilf s' is* m <-:< 5 § = 1 1 fill I JIMIII ■1 If? <>% X-3 ~ ! “ ' I s § > > > > & &&& I II h 5 5 2 . Z -Z rJ = O 2 1 ll CL > | 2q<& si. > £~.~ S ft Gn g°*|| > ^ 1 !a'II II “I a J*-, *11 o 3» r? 1 a £ I > :g 1| & si SD wS§3 & II „„ = 11$ ll Si**5 : " - ■ £© - = ~z ■ £ £ i :3 - II 1“ S - “ g 1 1 . ills II Hill :r Sis i-ss Iliit! !ll|If! it nc_= g- g g 6^ 'I I £ £ III 1||| 1 J 1 ©| §sij 2© § 2^ I|“6 5.5 S 5 £ ? £ ^=515? 25- ^©2 r ^ *x- lijliii S3 x= g 2 3 i : I I S = = 11 1 -» i- _ 3 0 3 © ~-= 3 2 5-3 &.© Hi ! i : !Ji •=S § X~ r< I ! < 3 — t, = 111 or“ > a i n : j a 1 1 1 1 u ■3-S ii r a —.3 ^ So 55 £ § § S !§§ £§§§ © I § § 1 §§ 3 3 co^< id co i> pp 33 a * Statistics of 188C-87. Table 65. — Statistics of Schools of Theology for 1887-S8. — Part I — Continued. 768 EDUCATION REPORT, 1887-88. •JU3X oijsiqoqog nr sqoo^v J° Joquinjq o CM ; C5 CO O Cl CM rH CM - CO Number of Professors and Instructors. •m°i ft coo rj. o eo r-i ^ •^uapisojj-uo^i QC j O O IS fO 1-1 o o o o •juapisgjj b ov< oceo eo o co r-i ■uoijeujtnouaa snotSqaa; « Baptist .... It. C . Baptist . A. M. E . Presb . As. Ref. Presb. Lutheran.. M. E . Cumb. Pr. | •gutuado ;sji^[ jo JB3A j >9 1808 1812 1871 1887 1828 1839 1886 1853 •jo; jnqo jo ojbq 1867 1880 1886 1842 President or Dean. M Henry G. Weston . Rov. F. M. Sheeran,s. t. b., O.S. A. Rev. C. E. Becker, A. m . Rev. B. W. Arnett, d. d . J. D. Tadloclc, chairman of faculty. Rev. W. M. Grier, D. d . Rev. G. W. Holland, pii. D . Rev. Edward S. Lewis, a. m ... Nathan Green, ll. d., chan¬ cellor. Name. 2* i Or&zer Theological Seminary . Ecclesiastical Department of Villa- nova College. Benedict Institute . Theological Department of Allen University. Theological Seminary of the Gen¬ eral Assembly of the Presbyterian Church in the United States. Associate Reformed Theological Sem¬ inary.* Theological Seminary of the South, Newberry College. Theological Department of Chatta¬ nooga University. Theological School of Cumberland University. Location. w Pennsylvania— con¬ tinued. Upland . Villanova . SOUTH CAROLINA. Columbia . Columbia . Columbia . Due West . Newberry . TENNESSEE. Chattanooga . Lebanon . O’— I CQ CO ^ LO o <>< >* ; I - - i 1 N O • ! “ S ! * |j * CO c*co 2S 3 I h | M : : : : - i! : : so o ^ • : : 3 45 18 G6 20 62 62 46 i-i O rH o O w ^ o 7 3 7 11 o o o o o O CH CO r-i o O rH O O ia o t> CO O-i Cong . M.E . Baptist . M. E. So ... P. E . Prosb . Reformed. Lutheran.. P. E . R. 0 . 1 I 1 1 1 I 11 11 11 1883 1872 1 II ii ii Midi i « i * t- 1 =• $ * i 1 1 ! 1J s 1 S 111 M 4 5 = §sh r ft ! 0 «>' ft .g ft l|g| Rev. TT. A. Muehlmeier, n. d... E. A. Notz, inspector . Rev. George G. Carter, m. a ... Very Rev. A. Zeininger . ► > > o ~ > S £ M > > k 1 | S £ > •£ o *3 P 1 a * | ! 9 • : i P * 5 § .= S ? tiil -O °o=|gs|a| MVfifl Union Theological Seminary . Richmond Theological Seminary . Protestant Episcopal Theological Seminary ot' Virginia. Mission House . Lutheran Theological Seminary of the Synod of Wisconsin. Nashotah House . Seminary of St. Francis of Sales * . Mil! : ; > a ii WISCONSIN. Franklin . Milwaukee . Nashotah . St. Francis . Nashville . Nashville . Nashville . Nashville . Sewar.ee . VIRGINIA. Hampden Sidne Richmond . Theological So nary. § § § § a | gs m ss 49 ED TABLE 65 .—Statistics of Schools of Theology for 1887-88. — PAitT II. 770 EDUCATION REPORT, 1887-88. •snoipBjauaa •SmSpo’x pin? pmog -toj saS-njqo jdaoxa sao-inog XiY raoij maA joj araoaax ■saa^ uorjinj, cqojj xboa aqx aiqx'iM. sxdfaaaa; jo junoiny •spun^ aAiionp | -oix tao-ij maA ioj atuoaui •epun j aAijonp -0.1a juauBta.iaa jo junouiy •sSuipxina puB spunoif) ’ j o anx^A 923 §55 la'isTof 5 5 c o §¥ •sn^Bj; -Bddy ogijaaps jo arq^A •tammy jad SuiSpoq puB piBog jo jsoq aSBiaAy M « I •Xjdna qoBa; oj uoiqnx -toj aSjBqo xBnmry uotjBnpBXQ jo qmotay '93 A uoiXBxnotj;Bit jo junotay •XjBjq -yi ut saxanxoA jo jaqtnnx § § 5 LO LQ y NO §3§ « oV •sdiqsxBx°q°S J° J9qmn nj ■sdiqsjossaj -ojj paAiopaajo jaqttmx IS m e «2 P j?.2 eS’O.S 5 <41 U O QO i §3 >.s §2 §■2 & 5 o •§. fct bi © C 0 ~ 885 Eh a g a «6 c3 PCQ § 'E^j* o T o £ OJS te«EH a 3 ? s g p & a o o ® § I ® 3 S o ft a >. I I § l HN« ■via o STATISTICS OF SCHOOLS OF THEOLOGY. 771 i : : ill :ps i i ill mil ? s i r i i i r i iiii iiii 0 7,000 20,000 ! : ! : : Isi (SW : § |i 1 1 ! |§§i i » -tq ::: : i & si si : m i | r 1 : : : : : : ! : j IIII i IIII : : : : : | is : : ** : i : : : : : : ! 1 : : in i : : : : 1 : | : i : : i i° ii j j i j ! | j i is | 1 ! ! 1 1 M i 1 o : : : : : : : : iiii ! i M i : i : i i i : : : ii o jo : s i i : : j i i : in IS S3 i ii i i 1 In n * |a 1 1| is” 1 1 : : ; : : : : | : iiii i iiii : : : : iiii iii : : : : : 1 : || : : in a‘"a : 1 : 1 : i 1 In i in n in i i i ill $ ir i 1 0 \ \ : : : § - iiii iiii iiii s‘iii : : : : : : : : : : i || 111 j 1 : I i : : : i : ill iS'i : t-4 i ini iii i ii | j|sY i \f\ jg j : : : : : i o I iiii i iiii “ : : : : i i ii r 1 ;§ ii || § ii S !|" : j 1 : : ; 1 j 1 ! iii iii mmmn iiiiimm i° : : = : : = : : : : MM iiii iiii ii j j i 1 1 : : : : i : : : : i s jgg : i ii§ I i i=s— : : : : ;« jg jg : : § jg §!» g g £ joo °g° ! j° j°°g i°° • : : : |°ag j : : ! r O jo : o o : ir : : o j j j j j joioo joo :::::: : | ]*° | : : : i i 1°° : : |° o»o » j : i : j |° : : <=> : ! : 1 1 joPTio joo :::::: : :::::: : ir ! | : : : ; | !°° !<=> : i C IS o 1 : ! 2,000 in i«s 1 ills i iii!! i » i* \\s * \ is : :>a : : i ; : : : : ! = : : i Ml : ; irf ■ i i ii ii iii oVTo 1 TfT • Us -iiir- r n : : ; : : : jo Ml i : : : : Ir || : : i>oo 1 1 ! :«oia o j j j jooo jo j o •OH • HNHH i : ■* || ^ CO rH 1 j mmmmi nrniimm I ! iJ Ills ! ! Si! ! I t m s ! s !! I it ii ini mi i rS I! j-eg ifilfei ii III »*mum !§s lilillllllilt ii i h 111 ; ! |o I ; if* fill. i i Ii I i I 1 1 III I! 1 1 i 0- m m li i! ii II is o & < I < 1 | g < o iffii iliilli ill 111 III I II I J I iff* 5 EH 33S& $ s of 18SG-S7. a Statistics included in classical department. b Partially. Table 65 —Statistics of Schools of Theology for 1887-88.— Part II— Continued. 772 EDUCATION KEPOUT, 1887-88. 'SuoipBjouag; •guiSpo'i put? pxBog .ioj saSiBqo jdoaxa ‘sao.tnos l[V tao.ij aboa. *oj ocuooui ss ss x m 'S89J i on tiotpnx tooij olll JS uim’iAv sjdiooagjo junocuy | •spun x OAipnp -OJj; UIOJJ JB9A ioj acaoouj •A n SS •spunj aAijonp -oag ^uauBuiaax jo junoray •sSaippng pun spunoi’o jo on [ba. 83 O © ©cf 88 8 © © © 88" “ •snjBi [ ** -Bddy ogx^uops jo onjBA. « •tnnuay jad “niSpog M puB p.tBog jo JSO0 aSBJOAy •pdnj qoug oj . uoijinj, joj oSjBqo [Bnuuy ss Sfl.fi C fi a o WC> ,23q ? 3® Sb la *® c c 2s © » •-a & ^ :co .os ®£j © - w ^ U W W > >*2 k aij g g1®sl ®- 5 O ‘H OQ © « ' OEh ! h c - ; ; C O IS-fj-S os W ® c 1 ® ©o>-|§ o®~®£ o S © o _ — . Sc © — oH £Tj3 g ^•3 = H 3 *§0 C£ O'*1 oO *1 £ & Si o~ &3 © « 'O . c © I >• SSSSSiSS STATISTICS OF SCHOOLS OF THEOLOGY. 77J i SiB a i r j?. i : 100 0 109 m : : : 1 1 1 is ; i ii Hill* 1 1 ii i « j -f j r i 2,850 a |E o' ‘-n "I : I'M i " : 1 1 1 III “as m III : : : Issi l§ i ill ! f* Is s f~ 1 : : : : is r 1 : : o : —< :& Irt : :© : : : ! j : i j : : : ii ii oc® «n 1 ! M 1° 1° : i : : : : : : oloo: j j I I jo : i ;S 1 1 [ j-jj : © :® : 18 j r 1 1 I : III •Hjgog IN ! ! 1 : : 2 : : : lass is :5‘-“ 1 in i S is-' j i © i I i © ; : 8 : • f\\ i° ii i i«f : : ii : III S||' ill 1 ini is IIS* is § ill i § ||a i ; ® | ! i : : 1 if is 'f In i iis i : : § i 1C ; III ”11 i j i i \ 1 ”200,000 40, 000 67,000 700,000 1 isn § IPS ii is : j : i° i 1 ! : : : : : ! 1 : 1 i 1 : i ' : ? : : ° ! : ® : : Hi : : : : : m : : : Ml!;® : : * : : : : : : j |ii|§ : : : : jo : : : 100 »m 1 j« B j j ® = = • § i S8S U : :S |||g§ s § 83 1 8 ; js : j s=ss : a-g I ° i : ® ® ® ® M : 0 0 0 0 oSoeg © © i r 1 1 : : : 2° i i ° 1 oo® ° H : : i ;o © o® : : O J O O I : : © © i i® : i : : : : : : r i l {{ : : CO®® ° j 1 : : : jo®®® © jo® j : : ©© o § ii o' !r-r : : ini joofco : 1* III “'as' 3 ! j si j ini js :©'i>© :© 1 illl s ;a-“ ii r i : !? 1 1 : : : 2 : oo | ! : : o j : eoeq ; 3- | IS 18 18 j^o® j 1® j r i o® jcq rH® r4 *Q 1C eo o | * O W CO f 0 : oo © © : : : g£ ggg ESS EE838S3 38833 88 3 2233 Table 65.— Statistics of Schools of Theology for 1887-88.— Part II— Continued. 774 EDUCATION REPOET, 1887-88. ■stioijoBjenag; s i ; : 1 1 ill IIS i fill a § a II 18s rs II i r * " fc •SuiSpoi; pue piBog joj saSanqo jdaoxa ‘s99Jnog HY tno-ij joj acaoonj 5 ! ! : |l Ini igl lisi i 1 a : : : x'o'o' :^T : :«Vo o' oo -T n \ i r w : : : : : : 'S993 uopmj, taojj JB9 2i eq; utqjiM. s jd 19993 jojuno ray $ : : : ! : : :oo : : : : : : :© © i © II 1 III; III 1 : : : !:;•::: f •spnn^ 9Aijonp -0J3 raoij a«9A Joj amoouj § : 1 ! : II If 1 1 is 1 list § 1 § 1 i ;g|; K 1 s : : : e : : : : : •spunj 9Aijonp -ojj jaaaeraigj'jo junoray In In Hi! !§ii 1 1 1 1 1 1 lif | \* \ g s 1 : : : : : : : : •sSaxpima; pus spnnojf) jo anp?^ § III 1 m 1 : : : : $30, 000 150, 0C0 75, 000 100, 000 30, 000 150, 000 ""i5,000' 25,000 75,000 165, 000 •enjBj -Bddy ogtjaaiog jo anj'BA 3 111 1 m 1 = = M : : : : © : © : : : : : : : j : : i : : ! : : : : 1 : : •tanxiny J9d SatSpo'q PUB piBOg JO JSOO 9SBJ9Ay 3 Hi 1 : : : II j|g| S !2S g § § qidnj qoB3 oj uoijinj, joj aSJBqo pmuay g & jg : ©oo©© j © j j© © © © •99J uopBnpBJO jo junocay j j* ! oooo-l j j jo 0 0 0 : : : : : *993 uo£jB[noi.ijBj^ jo jtmoray 1 Hi 1 : : : ©O© j© j I j jo © © © •XiBjq -13 ui sararqoA jo jequm^i ©» *4 III 111 III! If II III ix'©' :^VhV : «T : o' . : : • 1-1 : •r~ : : : 01 •sdiqsjB[oqog jo jaqmnM ao y*f i„° pg 1 1 j | * n° ° ° s : • : : : : : : •sdiqsjossaj -°J3 p9A\o’pa3 jo jaqtanx 5 i jo ©©•«< : : o o© j» co © © j : : j I £ 5* north Carolina- continued. Theological Department of Shaw University . Theological Department of Livingston College . Theological Department of Trinity College . OHIO. Theological Department of German Wallace College”1 Hebrew Union College . Lane Theological Seminary . St. Mary’s Theological Seminary . German Lutheran Seminary . . . Union Biblical Seminary . Theological Seminary of the Protestant Episcopal Church in the Diocese of Ohio. Department of Theology, Oberlin College . Wittenberg Seminary’ . Heidelberg Theological Seminary . United Presbyterian Theological Seminary of Xenia.. PENNSYLVANIA. Theological Seminary of the Reformed Presbyterian Church. Theological Seminary of the United Presbyterian Church. Western Theological Seminary of the Presbyterian Church. SS5S o||| sis STATISTICS OF SCHOOLS OF THEOLOGY. 775 mi i nil 15,000 ii i°! i : •55 Ig e| | IS II?! t If mi i .11 1fil-.lt'!'!> Ills 11 1 si lU ft II ill nil j if il i j i i! n ii ill 11 ? m * ii ii ■a 99 !9 i| 1 iifl iii* !!•!! iiaa a S3 «£ O |> GO ^ HH H H H Ssl si SSES S Is IIS SI SI a Includes congregational coni 776 EDUCATION REPORT, 1887-88. List of Schools of Theology from which no Information has been Received. Location. Name. Santa Barbara, Cal . Macon, Ga . Carlinville, Ill . Galena, Ill . Louisville, Ky . New Orleans, La . New Orleans. La . . Dry Grove, Miss . Geneva, N. Y . . . Carthagena, Ohio . . Wilberforce, Ohio..... . Lincoln University, Pa Philadelphia, Pa . Tehuacana, Tex . Madison, Wis . Franciscan College. Theological Department of Mercer University. Theological Department of Blackburn University. Theological Department of German English College. Preston Park Theological Seminary. Theological Department of Straight University. Theological Seminary. Bishop Green Associate Mission and Training School. De Lancey Divinity School. St. Charles Borromeo Theological Seminary. Theological Seminary of Wilberforce University. Theological Department of Lincoln University. Divinity School of the Protestant Episcopal Church in Philadelphia. Theological Department of Trinity University. Luther Seminary. Memoranda to Table 65. Location. Name. Remarks. Louisville, Ky . Woodstock, Md . Theological Seminary of the Protestant Episcopal Church in the Diocese of Kentucky. Woodstock College . Closed. Mail returned. Transferred to Table 33. Suspended. Not in operation at present. Suspended during 1887-88. Not in operation at present. Jackson, Miss . Newburg, N. Y . Conover, N. C . Orangeburg, S. C... Marshall, T^x . Jackson College . . Newburg Theological Seminary . Theological Department of Concordia College . Baker Theological Institute, Claflin University . Theological Department of Bishop College . II.— SCHOOLS OF LAW. The following is a statement of the number of schools of law reporting to this Bureau each year from 1878 to 1888, inclusive (1883 omitted), with the number of instructors and number of students: 1878. 1879. 1880. 1881. 1882. 1884. 1885. 1886. 1887. Number of institutions . Number of instructors . Number of students . 50 196 3,012 49 224 3, 019 48 229 3,134 47 229 S', 227 48 249 3,079 47 269 2, 686 49 285 2, 744 49 283 3,054 50 310 3,185 Table 66. — Summary of Statistics of Schools of Law for 1887-88. STATISTICS OF SCHOOLS OF LAW. 777 •cuojjoujauafi 2 minirnmnus rmmr i? •3ui3p(V[ pin; pjBog joj uiaoxa saojuog 1 uvraojj av3A.-iojdiuooai * m Urn is is is iss mis Iss uss ! 11 ; j jfc® :V jef :ef* j-TVeo io- jrfeo- j jeo : : : : : : ; : : : ; : s g ■S33J UOIimj, UIOJJ Sip UiqjlAV S)dieD3J£ JO junoiuy !S5|l!J|ii§lliSliP|«5!!|} : : : : : : : : : : : : ■-f o I aqj Uiqim P3AI3D3H P!Y ITJdlOlU -njt Jo ajBjg jo junouiv « : i i :::::::::: i i i : ::: i : : : 5 : § : : : i ; ! ! ■ 1 i ; ; i 1 ! 1 • i !s ! ! • • ! ! • •spun ^ aAijonpojj TOOJJ JOJ omoouj Msmmmimmmm i° g •spunj aAtjonpojci juaueituajj jo junoury T# ::: © : i ::::::::::: i i :: i :: i :: © 5 ! |3 j * | H : M 1 ) i | 1 j : : I j i j f | \ • ; !• i = :;;! = i = : ; § s' •sS tnpnng; puc spuno-ig jo an^^ M *■ h i ;i N i 1 1 i l| ?! 1 !§ ! 1 1 j j h i i° i i i IS m i i i r ! i ng n i n i n i § ; s ^ •.Qtuqrj ui sauni[0^ jo jaqmn^; i i ini hi i i liigng in i « ii ii !!!» !!”!!! { j ;» |" 1 e j •6diqsJB[oqos jo Jaqmnjj = : i : : : © : © :©© : : La c © — m ianno ; -to ■ : : i • ? 1 • • i : 1 i § •sdiqsjossajoag paAiopug jo a a q ia n x 2 : : : : ©> :© ?o© : :-£ S jSSSgaSSSgg js«og^gr*g j* : : : ' : 1 i § 1 '88-2881 m sajmi -P«J0 J° Joqranjsi : i • : 8 i-T ■aoaapg jo s-taj -jag xii saajSag SmpioHJoqnin^ h 2 Isss j H« j : : : : : : 1 uaqmn& I«}0 £ § co Li n •jaqran sj p3jO£ 1 ! ect^wao©-Hfo*t^,«fW'M*i-i©WNiO©»f2sc-^e; •«© 1 •juapisajj-uox i t'' ©©ho :© : i © © © : :©t>o©©©n : : : :© : : • ; ; : : : • • : 8 quapigag 1 i to x t> w n x © : ca Tt- • • : t — n is c. lc ^ a • : • © !!""'*'*! m " Mi g •S[ooqog jo .iaqninvj Ci States. 4 1 i : i i : 1 j 1 i 1 : : : : i I 3 l < California . . . District of Columbia Georgia . Louisiana . Massacliiisotts . Michigan . Mississippi . Now York . . North Carolina . Pennsylvania . South Carolina . Tennessee . West Total . Table 67. — Statistics of Schools of Law for 1887-88. EDUCATION I ’JT33A. ‘<5 otjeBioqog ux sqea^w jo jaqtunM in IEPORT, 1887-88. 3 | S ; 8 j ; 8 8 S 8 8 g •asinoQ m sjna,x. jo jaqranx •* j w i r-l : « « (M CO N 00 i-H r-t N C* N ^uoisstcapY joj uotj'BatuiBxa Ann ajaqj, sj * • CB 82 •• • • • • • 0Q • : v V o-o : 0 o : o < j iuoijBmttrexg; jaqpin ^ inoq}iAi a}s;g aqi m oarjoBjj oj panitnpv Xooqog Jno'Ajo sajBnpuro aqx aaY M v* 1 Yes . Yes . Yes . No . No . No . No . Yes . Yes . Yes . . *88-1881 «i asanoo ui P9JJ9JUQ3 eaajSaQ jo jaqmn^j 3 i ' cc :LOCiO'C5 :coot> >h ; w co i>o o -s : th ia Students. *88^1881 ni fsa^np^af) jo jdquznx 3 co 10 o o i> o : co o t> rH J (N CO £> O O iH ! r-i iO •aauapg jo sjajxai ui saa^SaQ Sutp[ojj aaqtnn vj r CO CJ O CO Quincy, Ill . . Law Department of Chaddock Col- > Ira M. Moore, iii.. d . . . . 1880 , 10 i 0 i 10 , 15 . i 3 i 3 , Yes . Yes. STATISTICS OF SCHOOLS OF LAW. So fe S3 \ $ 8 j $ S n co eo N co ci : d CO CO MN d d d 03 0* d d d d d d 779 O O © Z Z k 91 93 93 • 91 © y 03 O 03 S*!* (x Z >< w o r* Z o o Z Z J* >* r* P* Z> O O z z o o o Z Z Z o o Z Z 03 03 O !* Z S 8 ! d d 3 t> : j O CO^i 17 44 156 56 2 : ic 0 ^ : : : : co r-- m ci r-i ih : : 4t-jj -1 fl © O . m z > o ^ fl r c3 g 73 . :■< M < © o.2 S« O ( J3 O P > s o 5 c 2 <3 fc-Sb -2^ . H O dd - 03 S M J 33 © g S 93' 2 fl si fl § ^ 2 £ S 3 • § °s j* „ fl S . 03 fl * 3 « J: g ^ a ! 3 3 J a a 5 •fl o CO £j ® ^ a .2 rt • fc0 1 § s l3« | I W ad > K s? 3 m o ,3 o « . • u u © > J 3 3 "6 fl 2 2 > 3 a ©.a 03 a o K W W 2 > a J a >, a 3 < J S 0 C >. Slfl O S> >>‘5 -e S §) " cS ® 5 P o 2 s| _ o3 ^ y “ ® *** 9* •-P ®v.T ® £ -fl ^ £ "7 ' %%&*%% ^ T. jU J« cS 2 5 — 2. © > o s«g«1a ^ ^ ^ 2 * o e! s’- S fc'S.Sb I225 Nal - CQ K > £ c 3 <- 2 O 2 ^ I -i P I ? ■3 9 ® -s fl o • c •-, ■S . *3 ’S.5 ® i >i> S 5 = Si =-;S 3 S^S ^ © — ®°o5saa§-|g I Is y^ I o jb£-S 3b d Hit-1 a ^ qo cq ^ u ~ m O fl •fl .S .s Pg-g" 1 s° s.sa® °5 i So - o^O^ § >>^5 § -5,o, l§:i! ^ £ h-r VC wt'Z w r4 sps>? Ip ^ c 3-'-' 5^00 ©" Sfbtm fl 5 2 2 >Z > 2 2 © > s S 7? ofl SO§— 30‘fl>flb so^fl. P b b p o C5 z s^2 ' - a o'" £ | S $$ ! j |-< - O a ^ © fl H O §! J 82 O <3 o 3 J fl" ’s 9 -,2 ^ ^ rH — 1 Cl Cl Cl (M Cl Cl d co eo eo Table 67. — Statistics of Schools of Law for 1887-88. — Part I — Continued. 780 EDUCATION REPORT. 1887-88. M133A © oiis^ioqos ut sqaa^V J° Ft 40 36 36 36 •osjno^ ut s ivsji J° Jaqnm^i « r-l W CT N • rH iuoissiaipy joj uoijBUicaBxa; Aub aiaq,!, sj H : i co • a) : : v o © : j \» fc >* * w • 0 O 0 fc SZ5 i uoiyButaiBxjg; jaqpmji jnoqjtM. sjBjg eqV ui aoiiOBJct 0} pajquip y looqosanoX. jo sajunpBJQ aqj aay M rt Yes . Yes . Yes . Yes . No . No . Yes . Yes . •88-1881 ui osjnoo uj pajjajuoQ saaaSaQ jo laqranj^; r4 1 56 2 15 4 9 27 42 Students. •gg-^gg-^ ui eo^npujf) jo J9qranjs[ H Ft 56 2 15 4 9 27 'I ’aauaiag Jto sia^jaq; ut saajSaa; Suip[OH aaqmn^i © Ft 16 1 3 ••taqrantf ibjoj. © 21 56 5 27 73 29 118 20 88 Professors and Instructors. •lujox GR rH IN iO "F § 3 $ ss $ Statistics of 1886-87. Table 67. — Statistics of Schools of Law for 1887-88. — Part II. STATISTICS OF SCHOOLS OF LAW. 781 •Buonowjouoa O M iiumims ::::::::::: mini!!!!!! : : : : : :::::::: \3m3po-7 pun pjwoji jojsaSjinio xdaoxa sdoano^ l[y (xiojj juoa joj oiuoouj § I I Is I I ll I I l§ ii 1*111* iiis iililg ii is Is is : : : -cf :rf j^T : : : : : : : ^ : •Boa-i TOOJJ J1R3A atn uimjJA. sjdiaoay; jo junoiuy 3D i Hi i i is i ! is i I $ j i i» i j js !$ ! i in Ii if Is Is : : : :aw Department of University of Michigan . Department of Law, University of Mississippi... ; $25 for non-residents. & For residents; $35 for non-residenls. Table 67. — Statistics of Schools of Law for' 1887-88. — Part II — Continued. 782 EDUCATION REPORT, 1887-88. •suoijaBjauag § l 0 . 09S s£r$ 1 n° •SuiSpog put? pjBog jojsagjBqo jdaoxa ‘sao.inog gy rao-ij -ib^A. JOJ sonooux * |< m i Mi i £ioi-T : : : * : : : : 11 i avr i ii 113 is ! icf : «T : — T ! : : i Hi : : :e4" : : : •saag uoijinj, uiojj aqj uiqjiAv sjdiaaag jo junocuy § m, uuu 5,788 1,448 I IS j : : : : : 11 i 00 : :© : 0 00 : : ig :8S : : ; !« I I : : : : i : :o : : :S 1 IM •JB9A aqj uxqjm paAiaoag piy [Bd -piunjfl jo ajBjg jo junocuy i i j°° 1 S 1 im mi ii i :_r : ; !!! Nil iiMfil i i i i 1 ill •spang 9Aipnp -oig raoxj jb9^ joj araooui i i : 1 Si°! II 1 i i = ; iiii :© : 1 i ::::::: ::::::: iiiiiii j : jo : . : : : : : : : •spang aAtjonp -oig juaaBauag jo janoaiy § ! ! : ii° 1 ! | j : : : ms nii i° i i i : i iiiiiii iiiiiii ::::::: i : io 1 Ii : : : •sSax -pimg pun spunojQ jo anp^ 3 I l : ll° 1 is j im iiii : : : : i° i i i • ; iiiiiii i ] i 1 1| 1 1 :::::::: : : : 0 i : i 1 M :• ; ; ‘rannay jad SaiSpog pun panog jo jsog a^BjaAy 3 © 3 "i’75" 200 iiii : : : : i|| 40 90 80 90 145 123 125 qidng qang oj uoiqnjj Jtoj aSjBqQ [Bnuuy § 8«SI« 150 100 40-00 S§ggg338§° I ^ I ® : •aag uoijBnpBi£) jo janoury =5 5* & S° ; • : js j |*°s j : : : | iiii 9j| : : : : : : :: •aag uoijBinaiJjBj\i jo junouiy § | : l r 1 : : : !* i b i • : ; J i j |o 1 : : ! all : : : •AiBiq -jg ui earanjo^ jo jaqumjq ft j< §r§§ ii jg*i roV-T irf\aT : * j-o©" ! i rM ! ! ” •jBajt sqt niqjiAv paAtaaag piy jBdioiunjyr j’o ajB;s J° ^unouiy ** o © i© i i j i : : i mm Hint m ni •spung aAt -^anpojg tuojj JB3A -toj autoouj © w o © i° S i§ ! is i ns ; i ==!!!£ : : : : : : : : : : : •spung aAt -janpojg juauucujag’jo junouiy o © ooo ‘e en ‘6ss o __ __ •sSaipnng puB spunoj£> jo aniu^ « r* o © liliMiiiiiMi |ss j i jsgsgs j jg III = I •erqBJBddy opijuaiog jo aniBx\. M w i 1 I § it i iiiiiii i is o' j | efoffco -T j •^jBjqig ui satnrqoA jo jaqmn H 1 1 sign IlSSSS !l I 1 | } is ;v ; ‘sdiqsjBjoqog jo jaqurax " © © $© i j i®3”0 H |© | : : : : : : •sdiqs -jossajojg paAiopug jo jaqum^ e © © i i i i ; : : : : i '88-.L88I at asjnog ui pajjajuoo saajSag jo .laqomx: o © © Students. *88-1881 ui sajBnpBJ0 jo jaqmnM * : i = i i •aauaiog jo sjajxaq ui eaajSaa; Sutpyon jaqrahx *» IQ ; (8 i-9 i«-a i i : : : : = •jaqmnx iwjojk © SBSS8|l|SSSSSi Professors and Instructors. •jaqumtf pqoj, a © © •juapisag-uoyj © © r-l jrH :©00N«»000© i i •juapisag » © 04 1 S3g8S£8§iJ5g3SS 'ejooqog jo jaqiunx J rH || iM rH eo © -1 ec U5 eo eo -«< -1 States. 1 I. Medical and Sur¬ gical. 1. Preparatory. Maine . . . Total . 2. Regular. Alabama . Cali fond a !!.!!!.....! Colorado . Connecticut . District of Columbia . Georgia . Illinois . JliUlHIlil . Iowa . | Kentucky . 1 Louisiana . Maine . 1 Maryland . STATISTICS OF SCHOOLS OF MEDICINE. 785 r i i r§ i rr i ; 1 i m ”li - Hi CM oo mi r imr i| | °i!!!HS8 8 lO i j j 8! Ills is ! iiisis ii s K j i=cf*”a K CO § III j ill coo • ;o i- : : 1 ss m i lists “S'- j hfSS3 g S5 8| ! ?l mg ii i mm it S‘»=S H \ |S-S"¥ §§§ ! ill co o : ^ M : : 8 3 111 1 Isbss c'o" r-T • • cf ef o 1 g § i "1 1 I |° I j°° [ 1 1° j° \ || 1 : : : : : : : i-1 1 a mi ) i= :::::: : 1 : O ! i j ! j :oo :::::: S 1 8 ° j • Ij iiiN!ii°il!!l : : : : : : : : : : i mim ::::::: j : MiHml ::::::: :::::: •. 1 o o j 2 || l§ l i°§ M§°§ I M L : „ : : ^ : : - - : : : : • & • : ci : : o *>:::: ! H i ! "*!!; = § 5 mim ::::::: MNN!' i 1 ° i 1 I i 1 i il i ! i m iff : : : ! : i 1 g ® i •; i | iiiiiii liiiii ii jgSggSg is : : : § CT> s of iiiiiii se ja~ssf i 3 Cl ei 1 i iiiii 8 I i !33°| : : : I 1 O j : : : : \ : . l ifii |§ liiiii ii ■;ic eq ;co :«Vxtiv :n 1 "" 1^ 1 1 § § ii 1 1 in :::--> CO : : :LOd ! •: = } Hill l|ii eoeo j j j !h»o 1 ; ! i 1 S' ii i §sii in lurs 1 1 r-Tra -T : c-f o~ : eo r-i >-I ^ : : I 3 ii i Mi i !M i : : : : 1 ii h Mm rH i : i iefeoxo : ! • : i co ii I i co : c-i o c o : :c:ono;i : : i o jo j j jo : : : : 1 : : : = o O I O O O O jot. : ^ : : : SI ° j 1 : - ! M° l !°° : : oooooo joo o j Bs*a"*a jrrps sj § ®§ i§ \2\Z7£% : : 1 io oo cc ss^-sg |g“|ssss 5 ! »' SSSSSSS i :S : : 1 \Q X CO j-3 jS^S j*°3 j 1 !® j 1 s !8 ; 8 |ISi8B|8gass§|g cf r-i gj | SgSSSSS 3 l> CO j— 1 HHn a rH SgSogS^g^gSgSgSgl o 3 r-i ogogwcoo^w a T-i d S O ig^MON IMCOCOHO I oooooec^ a r-i eq j : jocfin : : : ■ : : - o o o 2 °s&ga',|,|t-ssgss^a 1 o 3 s§ ; ; \z%z% : : : 1 lO o § G> HNHrlHrlSNH rH iH 01 mmimmii i mnn i i n n 1 1 : n m n i j i ij j n i : • : i : o : : : : i : : ! 0* : : : : i j : : iimiiiiyiH! 1 1 mm! i ld|.j^pl i UlSJtj 1 « ; i i US i j IMH3^ mm i rf -i-iiji- 1 1 jpuutinjNiitf *• s min-% * • ; • • i : 1 ; ; ; i ! ! ! ! = !i ! ; 1 IlijUlii ! ! i I Hi#!! J • — s s ? > o = P ; ‘ii ! i n i N ; : : im » .So H 50 ED $3 Table 68. — Summary of Statistics of Schools of Medicine , of Dentistry , and of Pharmacy, for 1887-88 — Continued. ptn? ‘saojn EDUCATION 1 © •SUOlJ9BJ3U9a j ® REPOE O ,T 3 .887 QO 00 1 o : LO • n : : © © •sui.gpoa x.iBoa aoj saSiBqg jdaoxa OS [XB tUO.IJ A83A AOJ 9CU09UJ 5 f630 1, 100 19,000 20, 730 1 r-» io h : © co x © - -©co \o of ^jT j cT lo" 1, 120 5, ( 70 22, 985 IO ■.ik9A aqi uiqq^v paAiaosjj piy {Bdiaiunj\[ io bjejs j'o xunomy © •spuna 9AI -pnpojj taojj JB9A aoj OTnoauj © © •spuna 9 AT -jonpojj juauBiajaa jo junotny *5 © : 5^ : © •sgaipxma pnu spanoj*) jo oniBA rf © o is coio 108,000 © © s s © -H 000 ‘Zl •snjBJBddy ogijuaiog jo 9nxBA M r* $1,000 200 2,500 3,700 00Q 000 ‘9 000 ‘0T ooo T 2,100 500 GOO •/LiBAC [i^r ut saoinioA jo aaqmajsj; * « © 2,000 2,000 © : ^ : © © © X © © o^«^'<*i^TtHClO5lOOOOtOCOOi (N X NOCO (N '1 1 1 i&H | Total . II. Dental. California . District of Columbia ... Illinois . Indiana . Kentucky . Maryland . 3) a; c 3 1 ' 1 s d d .S "3 i Minnesota . Missouri . New York . Ohio . 1 Pennsylvania . STATISTICS OF SCHOOLS OF MEDICINE, 787 © R 1,050 *° ! i j il ri r ii { ! ! ! 1 II 1 I " i 1 1 1 1 1 § :oo • : co © © : : 1-1 t> : : • • co © : : © t-i : : l 1 © : i : : 8 = : : s - : : : : 3 II i j § o5 i °iii iiin cT of co : co S — * “ of g ^ co ; w oo ok of : i 1 ® 1 ** | 8 Ok 111 il il ill illlli : i I ;s K- ! 1 1 O j m 03" o i ii n of ; : • X cf ggggggggg CO S 3 CO Ok co So co l> O o TjT co" 1-f of of OHOk Ok o |8 5 Ok ©o© I : icq i © © i © © © © © : : j j jS igg i £888 ; : o' : : : : co* : c fr-T^** : : : io © *• °o : s lllliislf «T — ' ro" eqr-ft^" I g — © : j :©o | j© :©o i^ jeo© j i> j © \n © CO * : ok i>co ok^-iok : : — Ci X o© : j © © : j © jo© : © j © © : | : : o : o o ©i> ::::::: I> © rs LO Sx© S^~,^ O O CO CO LO Ok -n • r !•] o - c r. r. x * ok co wcc :co kO ^ !« i00^ 1 1 H ! | : : • ’ : : : : : : : : • • • • . : : « • ■ • • ..... « • © :© © 12 100C50CTTN : O O C5 Ok Ok I> CO • QC r-i : 8 Ok X X X io CCMC0!>!>O^r-«Cl/5ir*^I> Tj< r-i 03 - £ i> , of ; : CO ^CkMW^COO^W oi rn I> —i t> lO I> CO CO cc w 00 <75 i?l©e«S©©l>XM'^<''i* ©■'?©©©©©'** Ok CO X OOOk-^COXCiOk^r co" Ok 1> OOOr-irWOOOr-^O jCOWHOOO 3 iNo° CO OX^ONCCkNM iO Ok HHt- T— « o w & Ok CO I j << © M © © © - ° o a oi © © — i . N. S. Davis, si. d., ll. d..._. . A. Eeeves Jackson, a. si., si. d .. J. Adams Allen, m. d., ll. d . William H. Byford, A. si., M. d.. R. J. Christie, m. d., dean . C.B.Stemen, si. d., dean . Samuel E. Earp, ll. sc., M. d., secretary. Franklin Hays, si. d., secre¬ tary. Lewis Schooler, m.d . Charles A. Schaeffer, ?n. d . John H. Craig . Wm. H. Bolling, 31. D . William H. Walhen, si. d . J. A. Ireland, sr. d., dean . J. M. Bodine, ai. d., dean . 789 STATISTICS OF SCHOOLS OF MEDICINE. ami of Pharmacy, for 1887-S8. — Part I. Date of Charter. ti 5 O s- £ O 6 Profeasors and Instructors. Students. c